Bridging the gap: improving CASPer test confidence and competency for underrepresented minorities in medicine through interactive peer-assisted learning

Background: The Computer-based Assessment for Sampling Personal Characteristics (CASPer) is a situational judgement test (SJT) adopted by medical schools to assess applicants’ interpersonal skills. CASPer applicants must compose their responses to ethical dilemmas, thereby highlighting the applican...

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Autores principales:	Lolade Shipeolu, Johanne Matthieu, Farhan Mahmood, Ike Okafor
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2020
Materias:	Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/e8a3c5c46e664e6d9dd8f395879a9e80
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spelling	oai:doaj.org-article:e8a3c5c46e664e6d9dd8f395879a9e802021-12-01T22:38:15ZBridging the gap: improving CASPer test confidence and competency for underrepresented minorities in medicine through interactive peer-assisted learning 10.36834/cmej.706161923-1202https://doaj.org/article/e8a3c5c46e664e6d9dd8f395879a9e802020-12-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/70616https://doaj.org/toc/1923-1202 Background: The Computer-based Assessment for Sampling Personal Characteristics (CASPer) is a situational judgement test (SJT) adopted by medical schools to assess applicants’ interpersonal skills. CASPer applicants must compose their responses to ethical dilemmas, thereby highlighting the applicant’s rationale for ethical decision-making. Minority applicants usually lack access to a network of individuals who can offer guidance and expertise on ethical decision-making. As such, this study investigated the impact of a CASPer coaching program designed for minority applicants. Methods: A free online intervention was designed to help minority applicants prepare for the CASPer test. The program consisted of 35 learners and three medical student tutors. Important attributes of the 4-week program included free access to a medical ethics book, feedback provision to in-class and homework student responses, and facilitation of a mock CASPer. Course feedback was collected. Additionally, a pre and post-program survey was administered to assess learners’ competence and confidence surrounding CASPer test-taking. Results: Our pre and post-program survey showed significant student improvement in familiarity with the test, increased competence, confidence and preparedness, as well as reduced anxiety (p < 0.05). Conclusions: Through peer-to-peer teaching and access to medical student mentors, our program addresses socioeconomic barriers that several minority applicants face when applying to medical school. Lolade ShipeoluJohanne MatthieuFarhan MahmoodIke OkaforCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 12, Iss 1 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education (General) L7-991 Medicine (General) R5-920
spellingShingle	Education (General) L7-991 Medicine (General) R5-920 Lolade Shipeolu Johanne Matthieu Farhan Mahmood Ike Okafor Bridging the gap: improving CASPer test confidence and competency for underrepresented minorities in medicine through interactive peer-assisted learning
description	Background: The Computer-based Assessment for Sampling Personal Characteristics (CASPer) is a situational judgement test (SJT) adopted by medical schools to assess applicants’ interpersonal skills. CASPer applicants must compose their responses to ethical dilemmas, thereby highlighting the applicant’s rationale for ethical decision-making. Minority applicants usually lack access to a network of individuals who can offer guidance and expertise on ethical decision-making. As such, this study investigated the impact of a CASPer coaching program designed for minority applicants. Methods: A free online intervention was designed to help minority applicants prepare for the CASPer test. The program consisted of 35 learners and three medical student tutors. Important attributes of the 4-week program included free access to a medical ethics book, feedback provision to in-class and homework student responses, and facilitation of a mock CASPer. Course feedback was collected. Additionally, a pre and post-program survey was administered to assess learners’ competence and confidence surrounding CASPer test-taking. Results: Our pre and post-program survey showed significant student improvement in familiarity with the test, increased competence, confidence and preparedness, as well as reduced anxiety (p < 0.05). Conclusions: Through peer-to-peer teaching and access to medical student mentors, our program addresses socioeconomic barriers that several minority applicants face when applying to medical school.
format	article
author	Lolade Shipeolu Johanne Matthieu Farhan Mahmood Ike Okafor
author_facet	Lolade Shipeolu Johanne Matthieu Farhan Mahmood Ike Okafor
author_sort	Lolade Shipeolu
title	Bridging the gap: improving CASPer test confidence and competency for underrepresented minorities in medicine through interactive peer-assisted learning
title_short	Bridging the gap: improving CASPer test confidence and competency for underrepresented minorities in medicine through interactive peer-assisted learning
title_full	Bridging the gap: improving CASPer test confidence and competency for underrepresented minorities in medicine through interactive peer-assisted learning
title_fullStr	Bridging the gap: improving CASPer test confidence and competency for underrepresented minorities in medicine through interactive peer-assisted learning
title_full_unstemmed	Bridging the gap: improving CASPer test confidence and competency for underrepresented minorities in medicine through interactive peer-assisted learning
title_sort	bridging the gap: improving casper test confidence and competency for underrepresented minorities in medicine through interactive peer-assisted learning
publisher	Canadian Medical Education Journal
publishDate	2020
url	https://doaj.org/article/e8a3c5c46e664e6d9dd8f395879a9e80
work_keys_str_mv	AT loladeshipeolu bridgingthegapimprovingcaspertestconfidenceandcompetencyforunderrepresentedminoritiesinmedicinethroughinteractivepeerassistedlearning AT johannematthieu bridgingthegapimprovingcaspertestconfidenceandcompetencyforunderrepresentedminoritiesinmedicinethroughinteractivepeerassistedlearning AT farhanmahmood bridgingthegapimprovingcaspertestconfidenceandcompetencyforunderrepresentedminoritiesinmedicinethroughinteractivepeerassistedlearning AT ikeokafor bridgingthegapimprovingcaspertestconfidenceandcompetencyforunderrepresentedminoritiesinmedicinethroughinteractivepeerassistedlearning
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Bridging the gap: improving CASPer test confidence and competency for underrepresented minorities in medicine through interactive peer-assisted learning

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