Open Access Repository

A collaborative comparison of objective structured clinical examination (OSCE) standard setting methods at Australian medical schools

Malau-Aduli, BS, Teague, P-A, D'Souza, K, Heal, C, Turner, R, Garne, DL and van der Vleuten, C 2017 , 'A collaborative comparison of objective structured clinical examination (OSCE) standard setting methods at Australian medical schools' , Medical teacher, vol. 39, no. 12 , pp. 1261-1267 , doi: 10.1080/0142159X.2017.1372565.

Full text not available from this repository.

Abstract

Background: A key issue underpinning the usefulness of the OSCE assessment to medical education is standard setting, but the majority of standard-setting methods remain challenging for performance assessment because they produce varying passing marks. Several studies have compared standard-setting methods; however, most of these studies are limited by their experimental scope, or use data on examinee performance at a single OSCE station or from a single medical school. This collaborative study between 10 Australian medical schools investigated the effect of standard-setting methods on OSCE cut scores and failure rates.Methods: This research used 5256 examinee scores from seven shared OSCE stations to calculate cut scores and failure rates using two different compromise standard-setting methods, namely the Borderline Regression and Cohen’s methods.Results: The results of this study indicate that Cohen’s method yields similar outcomes to the Borderline Regression method, particularly for large examinee cohort sizes. However, with lower examinee numbers on a station, the Borderline Regression method resulted in higher cut scores and larger difference margins in the failure rates.Conclusion: Cohen’s method yields similar outcomes as the Borderline Regression method and its application for benchmarking purposes and in resource-limited settings is justifiable, particularly with large examinee numbers.

Item Type: Article
Authors/Creators:Malau-Aduli, BS and Teague, P-A and D'Souza, K and Heal, C and Turner, R and Garne, DL and van der Vleuten, C
Journal or Publication Title: Medical teacher
Publisher: Carfax Publishing
ISSN: 0142-159X
DOI / ID Number: 10.1080/0142159X.2017.1372565
Copyright Information:

Copyright 2017 Informa UK Limited, trading as Taylor & Francis Group

Related URLs:
Item Statistics: View statistics for this item

Actions (login required)

Item Control Page Item Control Page
TOP