Validity Evidence Supporting the Comunicación y Habilidades Interpersonales (CAI) Scale for Medical Spanish Communication and Interpersonal Skills Assessment

Academic Medicine - Tập 96 Số 11S - Trang S93-S102 - 2021
Pilar Ortega1,2, Nathaniel R. Moxon3,4, Anuj K. Chokshi5,4, Cristina Pérez-Cordón6, Yoon Soo Park7,8
1P. Ortega
2is clinical assistant professor, Departments of Medical Education and Emergency Medicine, University of Illinois College of Medicine, Chicago, Illinois; ORCID:.
3N.R. Moxon
4is a medical student, Northwestern University Feinberg School of Medicine, Chicago, Illinois.
5A.K. Chokshi
6is a language specialist, Language and Communication Training Unit, United Nations Headquarters, New York, New York.
7Y.S. Park
8is associate professor, Harvard Medical School, and director of health professions education research, Massachusetts General Hospital, Boston, Massachusetts; ORCID:.

Tóm tắt

Purpose While many schools teach medical Spanish to improve communication with the growing Spanish-speaking population, a standardized assessment methodology is lacking. This study evaluates validity evidence for a newly developed Spanish Communication and Interpersonal Skills (CIS) scale. Method The authors developed the Comunicación y Habilidades Interpersonales (CAI, pronounced /kī/) scale by culturally and linguistically adapting a 14-item validated English CIS scale. Sources of validity evidence were gathered targeting content, response process, internal structure, relations to other variables, and consequences. The CAI was administered as part of an objective structured clinical examination at 2 medical schools from April to June 2020. Results The authors mapped CAI items onto USMLE Step 2 CIS behavioral functions and medical Spanish learner competencies to examine content validity. The mean item difficulty and item discrimination estimates are 2.86 (SD = 0.34) and 0.81 (SD = 0.08), respectively, demonstrating good psychometric properties at the item level. Internal-consistency reliability for a single case was 0.96. Learner variance accounted for 12% of total variance, demonstrating ability to differentiate higher and lower performing learners; the person–case interaction accounted for 44% of total variance, indicating strong case specificity. Conclusions The CAI has higher case specificity than previously reported in English, suggesting that the nuanced contextual elements of individual cases may matter even more when learners are using limited language skills. Implementing the CAI more widely may promote inclusion of patient-centered communication skills as part of curricular content and activities. This study’s validity evidence may inform the development of a future medical Spanish certification examination.

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Academic Medicine

Tập 96 Số 11S

S93-S102

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