Reliability and Validity of A Procedure to Measure Diagnostic Reasoning and Problem-Solving Skills Taught in Predoctoral Orthodontic Education

Abstract

The purpose of this study was to assess the reliability and validity of a procedure to measure diagnostic-reasoning and problemsolving skills taught in predoctoral orthodontic education. The procedure consisted of stimulus material and a constant set of 33 multiple-choice items. Intercase correlations obtained from 71 second-year dental students rangedfrom .41 to .85 and average .60. These correlations changed by at most .05 when different measures of general achievement (DA T, undergraduate GPA and freshman Dental GPA) were partialed out, suggesting that only a small portion of the relationship between cases can be attributed to general achievement. The correlations of attendance with test scores ranged from .06 to .43. These data were interpreted as supporting the reliability and construct validity of the measurement procedure. The experimental testing method has a number of features that are appealing, including a relatively realistic testing situation, ease of making case changes, and ability lo be administered to large groups. It was concluded that the experimental procedure offers a viable method of assessing problem-solving skills in orthodontics and may have applications in other areas.