(Mis)Alignment of Medical Education Validation Research with Contemporary Validity Theory: The Mini-CEX as an Example

Abstract

The defensibility of inferences and decisions based on any educational or psychological assessment is derived from the alignment of its validation research with contemporary validity theory. Using the Mini-CEX as an example, this study investigated the degree to which medical education assessments are aligned with contemporary validity theory as set out in the Standards for Educational and Psychological Testing (American Educational Research Association, American Psychological Association, National Council on Measurement in Education. Standards for educational and psychological testing. American Educational Research Association, Washington, DC, 1999). Results of a systematic review of Mini-CEX validation research indicate that the current body of Mini-CEX validation research is not well aligned with the Standards particularly with respect to identifying the construct being assessed by the Mini-CEX and clarifying the types of inferences that can be drawn from Mini-CEX scores. These findings have implications for researchers, journal editors, medical education programs and governing bodies that set policies or mandate the use of the Mini-CEX.