ArticleMedical education online2022
Reliability of the Behaviorally Anchored Rating Scale (BARS) for assessing non-technical skills of medical students in simulated scenarios.
Article in Medical education online, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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Who cites it
4 citing papers in PubMed.
- The Monash learning health system maturity matrix: codesign of a tool to measure and guide improvement in complex health system behaviour.BMC health services research · 2026Article
- Flow in screen-based gamified virtual reality sports: development and validation of a behaviorally anchored proxy rating scale for adolescents with autism spectrum disorder.Frontiers in public health · 2026Article
- The hidden dangers in routine medical complaints: uncovering patient harm.BMC health services research · 2025Article
- Training technical or non-technical skills: an arbitrary distinction? A scoping review.BMC medical education · 2024Article
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Authors and funding
10 authors.
Funding
Abstract
purposeCaring for critically ill patients requires non-technical skills such as teamwork, communication, and task management. The Behaviorally Anchored Rating Scale (BARS) is a brief tool used to assess non-technical skills. The investigators determined inter- and intra-rater reliability of the BARS when used to assess medical students in simulated scenarios.
methodThe investigators created simulation scenarios for medical students during their pediatric clerkship. Content experts reviewed video recordings of the simulations and assigned BARS scores for four performance components (Situational Awareness, Decision-Making, Communication, and Teamwork) for the leader and for the team as a whole. Krippendorff's alpha with ordinal difference was calculated to measure inter- and intra-rater reliability.
resultsThirty medical students had recordings available for review. Inter- and intra-rater reliability for performance components were, respectively, Individual Situational Awareness (0.488, 0.638), Individual Decision-Making (0.529, 0.691), Individual Communication (0.347, 0.473), Individual Teamwork (0.414, 0.466), Team Situational Awareness (0.450, 0.593), Team Decision Making (0.423, 0.703), Team Communication (0.256, 0.517), and Team Teamwork (0.415, 0.490).
conclusionsThe BARS demonstrated limited reliability when assessing medical students during their pediatric clerkship. Given the unique needs of this population, a modified or new objective scoring system for assessing non-technical skills may be needed for medical students.
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