Samenvatting

Judging medical students

W. De Leng

This paper describes a PhD thesis examining the development and use of a Situational Judgement Test (SJT) for selecting medical students based on the noncognitive attribute of integrity. An SJT consists of scenarios that describe dilemma-like situations in a relevant context (e.g. medical school) followed by possible reactions to those situations. The task of the candidate is to judge the appropriateness of those response options. The fi ve studies of the thesis investigate how several test characteristics infl uence a number of quality criteria of an SJT in measuring integrity among medical school applicants. The test characteristics under study are the development method, response format, scoring method, response appropriateness and response instructions. The quality criteria under examination are reliability, construct validity, criterion-related validity, subgroup differences, fakability and applicant perceptions. The study outcomes are described in this paper and may contribute to the development and use of integrity-based SJTs for medical school admissions.


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Veel opleidingen beschouwen niet-cognitieve eigenschappen als relevant voor de studie en het toekomstige werkveld van studenten. Denk aan goede communicatieve vaardigheden, empathisch vermogen en een professionele houding. Die aandacht voor de niet-cognitieve component is ook steeds vaker terug te zien in de selectieprocedures van geneeskundeopleidingen. Wendy de Leng deed onderzoek naar de geschiktheid van een situationele beoordelingstest in dat selectieproces.

Introductie

Sinds de invoering van de wet Kwaliteit in Verscheidenheid mochten opleidingen met een numerus fixus hun studenten niet meer toelaten op basis van loting, maar alleen door middel van selectie. Hierdoor staan de toelatingscommissies van deze opleidingen voor de taak om hun selectieprocedures zo in te richten dat de juiste student op de juiste plek terechtkomt. Het afgelopen decennium zijn in Nederland diverse (promotie)onderzoeken uitgevoerd naar methoden voor het selecteren van studenten (De Visser, 2018; Lucieer, 2016; Niessen, 2018; Schreurs, 2020; Schripsema, 2017; Urlings- Strop, 2018; Wouters, 2017).

Eén aanpak is om de selectieprocedure te richten op een verscheidenheid aan eigenschappen die relevant zijn voor de betreffende opleiding. De selectie van studenten voor toelating tot het hoger onderwijs richt zich veelal op cognitieve eigenschappen, zoals intelligentie en studievaardigheden. Methoden voor het meten van deze eigenschappen zijn vaak gemakkelijk voorhanden (

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