Advancing Assessment of Reliability in Clinical Education: A Generalizability Theory Perspective

Inter-rater variability is a potential risk for limited performance evaluations, regardless of application design. Rater standardization is recommended to reduce the likelihood of such risks. In our study, rater standardization and D-studies were performed using applications with a crossed-mixed design. With the widespread use of these analyses, crossed designs strengthened by rater standardization in assessment and evaluation practices in medical education are preferred. Suitable rater standardization can make crossed designs a preferred option in performance assessment, and feedback can be obtained for subsequent ratings by analyzing them using G-theory.