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Résumé :
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ObjectiveTo develop and validate the Evaluation of AGenda-mapping skilL Instrument (EAGL-I).MethodsEAGL-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.ResultsEAGL-I scores represented reliable assessment of agenda-mapping (Ep2 = 0.832, f = 0.675). Generalizability coefficients across items (Ep2 = 0.836) and raters (f = 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).ConclusionEvidence 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 implicationsA validated tool for measuring agenda-mapping in teaching and research is now available.
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