University of Illinois at Chicago
HASTY-THESIS-2018.pdf (437.81 kB)

Validity Evidence for a Medical Student Assessment Tool in Knowledge of Operating Room Sterile Technique

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posted on 2019-02-07, 00:00 authored by Brittany Hasty
Purpose: The purpose of this study is to report on the validity evidence for a scrub training knowledge assessment tool to demonstrate the utility and robustness of a multimodal, EPA-aligned, mastery learning scrub training curriculum which increases entrustment in scrub training techniques. Method: In 2017, a multimodal, EPA-aligned, mastery learning curriculum was implemented at a single academic medical institution. The 25 selected-response knowledge assessment tool content was anchored with our curricular objectives and operating room policies. We collected validity evidence during the 2017-2018 academic year. Results: 220 medical students and physician assistant students participated in the scrub training curriculum from April 2017 to June 2018. The mean pre-curriculum knowledge assessment score was 74.4% (SD= 15.6) and 90.1% (SD= 8.3) for the post-curriculum knowledge assessment, yielding a Cohen’s d= 1.06, P < 0.001. The mean item discrimination index was 0.36. The mean item difficulty was 0.74. The internal-consistency reliability was α= 0.71. Students with previous scrub training scored significantly better on the pre-curriculum knowledge assessment than those without previous scrub training (81.9 (SD= 12.6) vs. 67.0 (SD= 14.9); P <0.001). The cut score of 92% was determined using a Mastery Learning Angoff. Conclusions: This study describes the development, administration, and validity evidence of a multimodal, EPA-aligned, mastery-based curriculum and assessment tool for scrub training. We support the use of scores derived from this test for assessing scrub training knowledge among medical students and physician assistant students.



Park, Yoon Soo


Park, Yoon Soo


Medical Education

Degree Grantor

University of Illinois at Chicago

Degree Level

  • Masters

Committee Member

Tekian, Ara Lau, James N

Submitted date

December 2018

Issue date


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