1 / 19

RK McKinley, J Strand, L Schuwirth T Gray, T Alun-Jones, H Miller

Reliability of the L eicester C linical procedure A ssessment T ool ( LCAT ), a tool to support holistic generic assessment of clinical procedure skills. RK McKinley, J Strand, L Schuwirth T Gray, T Alun-Jones, H Miller. Background. Assessment Repertoire of competence

zareh
Download Presentation

RK McKinley, J Strand, L Schuwirth T Gray, T Alun-Jones, H Miller

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Reliability of the Leicester Clinical procedure Assessment Tool (LCAT), a tool to support holistic generic assessment of clinical procedure skills RK McKinley, J Strand, L Schuwirth T Gray, T Alun-Jones, H Miller Keele University School of Medicine

  2. Background • Assessment • Repertoire of competence • Micro-certification • Changing roles • Skills extension • Skills cascade • Volume • Implications for assessment Keele University School of Medicine

  3. Instrument specification • Generic • Holistic • Multi-professional • Multi-level • Multi-modal • Enable high quality assessment: • reliable, valid, acceptable, feasible, educational impact • Nationally accredited Keele University School of Medicine

  4. Methods • Multi stage: • Systematic review • Qualitative development • National validation • Psychometrics • Implementation Keele University School of Medicine

  5. Stage 1: Systematic review • LCAT v1.7 Keele University School of Medicine

  6. Stage 2: Qualitative • Focus groups • Observed assessments, debrief interviews • Trial ‘hi-fi’ OSCE • LCAT v2.5 Keele University School of Medicine

  7. Stage 3: Delphi • National sampling frame • Recruitment • Questionnaire • Definition of consensus • Agreement • Categories: All >95% • Components: All >89% • LCAT v3.0 Keele University School of Medicine

  8. Category Communication and working with the patient Safety Infection Prevention Procedural Competence Team working Components 9 7 6 12 4 LCAT v3.0 Keele University School of Medicine

  9. Stage 4: Psychometrics • Hi-fi OSCE • 8 stations (2X3 tracks) • Prosthetics + simulator • Venepuncture, venous cannulation, IV drugs, ABG, ♀&♂ urinary catheterisation, skin suture, ECG • ‘Prep station’ • 15 minutes + 5 feedback Keele University School of Medicine

  10. Stage 4: Psychometrics • Analysis • Used data from 1 assessor per station • Assessors not systematically assigned to stations • Variable group of assessors • Unbalanced design Keele University School of Medicine

  11. Stage 4: Psychometrics • Analysis • P (candidate) • S (stations) • A:(PS) assessors within candidates x stations • PS,e interaction candidates and stations + error Keele University School of Medicine

  12. Stage 4: Psychometrics • 46 candidates • 50 assessors • 19 medical • 27 nurses • 1 midwife • 3 HCA Keele University School of Medicine

  13. Stage 4: Psychometrics • Results: variance Keele University School of Medicine

  14. Stage 4: Psychometrics • Results: D analysis 0.76 0.79 0.79 Keele University School of Medicine

  15. Summary • Generic • Holistic • Multi-professional • Multi-level • Multi-modal • Enable high quality assessment: • reliable, valid, acceptable, feasible, educational impact • Nationally accredited Keele University School of Medicine

  16. Summary • Generic • Holistic • Multi-professional • Multi-level • Multi-modal • Quality: • reliable, valid, acceptable,feasible, educational impact • Nationally accredited Keele University School of Medicine

  17. Acknowledgements • Analysis: • Ron Hoogenboom, Cees van der Vleuten and Arno Muijtjens • Colleagues: • Linda Ward, Clinical Librarian UHL • University Hospitals of Leicester • Eastern Leicester PCT • Students and staff • University of Leicester • De Montfort University • Funding: • Nation Health Service University • Leicestershire, Northamptonshire and Rutland WDC Keele University School of Medicine

  18. Keele University School of Medicine

  19. Keele University School of Medicine

More Related