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Measuring clinical skills in agenda-mapping (EAGL-I)

Gobat, Nina Helene, Kinnersley, Paul, Gregory, John Welbourn, Pickles, Timothy E., Hood, Kerenza and Robling, Michael Richard 2015. Measuring clinical skills in agenda-mapping (EAGL-I). Patient Education and Counseling 98 (10) , pp. 1214-1221. 10.1016/j.pec.2015.06.018

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Abstract

Objective To develop and validate the Evaluation of AGenda-mapping skilL Instrument (EAGL-I). Methods EAGL-I was constructed after a literature review and piloting. Simulated consultation recordings were collected in a workshop with third-year medical students at three time points: once pre-teaching, twice post-teaching. Three raters used EAGL-I to assess student agenda-mapping. We examined reliability, ability to detect change and predict full expression of patients’ agendas. Results EAGL-I scores represented reliable assessment of agenda-mapping (Ep2 = 0.832; φ = 0.675). Generalizability coefficients across items (Ep2 = 0.836) and raters (φ = 0.797 two raters) were acceptable. A one-way repeated measure ANOVA with post hoc analysis found a statistically significant difference between the pre-teaching occasion of measurement and each post-teaching occasion (p < 0.001) and no significant difference between the two post-teaching occasions (p = 0.085). Multilevel logistic regression show scores predict expression of scripted hidden agendas irrespective of occasions, or patient scenario (n = 60, p = 0.005). Conclusion Evidence of measure validation is shown. Reliability is optimised when two or more raters use EAGL-I and agenda-mapping has been taught. EAGL-I appears sensitive to change. Higher scores predict the likelihood that a patient will disclose their full agenda in a simulated environment. Practice implications A validated tool for measuring agenda-mapping in teaching and research is now available.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Medicine
Subjects: R Medicine > RA Public aspects of medicine
Uncontrolled Keywords: Agenda-mapping; Establish focus; Teaching; Skills assessment; Measure development; Measure validation
Publisher: Elsevier
ISSN: 0738-3991
Date of Acceptance: 22 June 2015
Last Modified: 10 Jun 2019 14:18
URI: http://orca.cf.ac.uk/id/eprint/84384

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