Yanru Chen, Laudan B Jahromi
Self-Regulation and Academic Learning in Preschoolers with Autism Spectrum Disorder: Links to School Engagement and Levels of Autism Characteristics
Journal of autism and developmental disorders
clinical reasoning complex construct integral practice medicine challenging define teach assess programmatic assessment purports overcome validity limitations judgments made individual assessments proportionality triangulation processes study explored pragmatic approach programmatic assessment clinical reasoning study analyzed data 2 student cohorts university utah school medicine uusom n 113 cohort 1 119 cohort 2 1 cohort university colorado school medicine cusom using assessment data spanned 2017 2021 n 199 study methods included following 1 asking faculty judges categorize student clinical reasoning skills 2 selecting institutionspecific assessment data conceptually aligned clinical reasoning 3 calculating correlations assessment data faculty judgments 4 developing regression models assessment data faculty judgments faculty judgments student clinical reasoning skills converted continuous variable clinical reasoning struggles mean sd ratings 293 027 232 uusom students 296 017 199 cusom students total 67 32 discrete assessment variables included uusom cusom respectively pearson r correlations moderate strong many individual composite assessment variables faculty judgments regression models demonstrated overall adjusted r2 standard error estimate 050 019 uusom cohort 1 028 015 uusom cohort 2 030 014 cusom study represents early pragmatic exploration regression analysis potential tool operationalizing proportionality triangulation principles programmatic assessment study found programmatic assessment may useful framework longitudinal assessment complicated constructs clinical reasoning