%0 Journal Article
%T Using video-cases to assess student reflection: Development and validation of an instrument
%A Sebastiaan Koole
%A Tim Dornan
%A Leen Aper
%A Bram De Wever
%A Albert Scherpbier
%A Martin Valcke
%A Janke Cohen-Schotanus
%A Anselme Derese
%J BMC Medical Education
%D 2012
%I BioMed Central
%R 10.1186/1472-6920-12-22
%X Fourth and fifth year undergraduate medical students were shown two interactive video-cases and asked to reflect on this experience, guided by six standard questions. The quality of students¡¯ reflections were scored using a specially developed Student Assessment of Reflection Scoring rubric (StARS£¿). Reflection scores were analyzed concerning interrater reliability and ability to discriminate between students. Further, the intra-rater reliability and case specificity were estimated by means of a generalizability study with rating and case scenario as facets.Reflection scores of 270 students ranged widely and interrater reliability was acceptable (Krippendorff¡¯s alpha£¿=£¿0.88). The generalizability study suggested 3 or 4 cases were needed to obtain reliable ratings from 4th year students and£¿¡Ý£¿6 cases from 5th year students.Use of StARS£¿ to assess student reflections triggered by standardized video-cases had acceptable discriminative ability and reliability. We offer this practical method for assessing reflection summatively, and providing formative feedback in training situations.
%U http://www.biomedcentral.com/1472-6920/12/22/abstract