Fig. 4
Decision study results for the preclinical medical students (n = 95) who were engaged in the integration of simulation-based learning into clinically correlated electrocardiogram interpretation and ACLS course via a ten-item rubric comparing teacher and peer as raters. The coefficients highlight the projected absolute G-coefficient for multiple combinations of items and raters. The dashed line indicates acceptable reliability of phi-coefficient greater than or equal to 0.70