الفهرس 
Acknowledgment.Only 14 pages are availabe for public view
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Abstract
The script concordance test (SCT) is an assessment instrument originally developed for use in medical education. Over the last 10 years, research into the theoretical underpinnings and psychometric properties of script concordance has accumulated. The SCT has garnered interest for use in a wide and disparate array of health-related fields.
The script concordance test (SCT) is used in health professions education to assess a specific facet of clinical reasoning competence: the ability to interpret medical information under conditions of uncertainty. Grounded in established theoretical models of knowledge organization and clinical reasoning, the SCT has three key design features: (1) respondents are faced with ill-defined clinical situations and must choose between several realistic options; (2) the response format reflects the way information is processed in challenging problem-solving situations; and (3) scoring takes into account the variability of responses of experts to clinical situations. SCT scores are meant to reflect how closely respondents’ ability to interpret clinical data compares with that of experienced clinicians in a given knowledge domain.
At the faculty of medicine, Suez Canal University, PBL is the main implemented educational strategy. Therefore, a direct innovative assessment tool that measures clinical reasoning objectively can be added to the tray of assessment tools at the faculty. This study aims to describe the development and validation of a model of script concordance test (SCT) for assessing clinical reasoning among clinical clerkship students in the Faculty of Medicine-Suez Canal University and explore the students’ and subject matter experts’ satisfaction towards this assessment tool.
The study is a descriptive-cross sectional study. The target population included all the 6th year students during the academic year 2011-2012. The sample included 170students and 10 experts from the pediatrics department. The instruments used in this study were an SCT in pediatrics and a self-administered anonymous questionnaire.
The total scores of students in the developed test ranged between14.21% and 66.32%and the total scores of experts ranged between 55.26% and 90.53% and17.65% of the students’ total test scores fell within the experts’ test scores range, while 82.35% of the students’ total test scores fell outside the experts’ test scores range which is expected due to the difference in experience but in our study the difference range is wide.
There was a statically significant difference (p< 0.001) between the mean of the students’ total test score which was 46.24 ± 10.39 and the mean of the experts’ total test score which was78.05 ± 11.38,.
The majority of the students 77.1% and all the experts’ 100% agreed that the SCT could help in preparing students for their future practice despite that the majority of the students didn’t prefer to introduce the test.