الفهرس 
Introduction & RationaleOnly 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.