ArticleJournal of advances in medical education & professionalism2020
Script Concordance Test in Pharmacology: Maiden experience from a Medical School in India.
Article in Journal of advances in medical education & professionalism, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed, 8 citations in OpenAlex.
- Simulation-based teaching versus traditional small group teaching for first-year medical students among high and low scorers in respiratory physiology, India: a randomized controlled trial.Journal of educational evaluation for health professions · 2025Trial
- Introduction of the One-Minute Preceptor Model for Teaching Pathology Postgraduate Students.Cureus · 2026Article
- The Impact of Script Concordance Testing on Clinical Decision-Making in Paramedic Education.Healthcare (Basel, Switzerland) · 2024Article
- Assessment toolbox for Indian medical graduate competencies.Journal of postgraduate medicineArticle
- Inculcating Critical Thinking Skills in Medical Students: Ways and Means.International journal of applied & basic medical researchArticle
- Script Concordance Test in Physiology: Preparation, Scoring, and Student Perceptions - A Mixed Method Study.International journal of applied & basic medical researchArticle
Corrections and comments
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Authors and funding
3 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionScript concordance test (SCT) is an innovative tool to teach and assess the clinical reasoning skills of medical students. It is the key aspect of clinical competency that enables the medical graduates to progress from novice to practicing general practitioner. SCT was used the first time in pharmacology to inculcate clinic reasoning skills in medical students by focusing on the topic of pharmacotherapy.
methodsA SCT with a total of 18 questions, with 15 questions having 3 items each, one having four items and two questions having two items each was administered to 170 second year undergraduate medical students in the subject of pharmacology to assess the clinical reasoning skills. It was an interventional study conducted using convenience sampling technique with a sample size of 170. Aggregate scoring method was used to do the scoring obtained from the answers given by 10 expert-panel members in the field of pharmacology, which were used as an answer key to do the final scoring of the students. Descriptive statistics were computed using Students t test. SCT conduct included a small-group feedback session to the students post-SCT. A feedback questionnaire was administered to the students one week after the feedback session. Reliability of the SCT and feedback questionnaire was checked by calculating Cronbach alpha through Siegle reliability calculator. Content validity of the test as well as feedback questionnaire was done by the panel of experts included in the study.
resultsThough the mean score of the students (27.68±4.59) was significantly lower than the expert panel (40.91±3.52), students were highly satisfied as they expressed that SCT enhanced their perceived clinical reasoning skills (median value=5) and critical thinking (median value=4). The Cronbach alpha for the test was 0.76. The students were also highly satisfied with the feedback given by the teachers after the SCT (median value=4).
conclusionSCT enhances critical thinking and clinical reasoning skills of the students, as reported by them. With the conduct of feedback session post-SCT, it can be used as assessment for learning tool and can be well used in a para-clinical subject of pharmacology.
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