Abstract：
CONTEXT:The responsibility to determine just who is competent to practice medicine, and at what standard, is great. Whilst there is still a period available for potential remediation, examinations at the completion of year three of the four-year Graduate Entry Medical Programme (GEMP) at Flinders University of South Australia (FUSA) are high stakes and contain the majority of final summative assessment for the certification of student to doctor. Therefore, the medical school has recently examined its methods for certification, the clinical practice standards sought in its programme and how to determine these standards. DESIGN:For all assessments a standard was documented and methods employed to set these standards using specific measures of performance. A modification of the Angoff method was applied to the written examination and the Rothman method, using two criteria, was used to determine competency in the objective structured clinical examination (OSCE). These methods were used for the first time in 1998. Both methods used trained 'experts' as standard setters and both methods used the notion of the 'borderline candidate' to determine the passing standard. This paper describes these two criterion-referenced standard-setting procedures as used in this school and related examination performance. CONCLUSIONS:Whilst the use of standard-setting procedures goes part way to defining and measuring competence, it is time consuming and requires significant examiner training and acceptance. Using 50% to determine who is and isn't competent is simpler but not transparent, fair nor defensible.
journal_name
Med Educjournal_title
Medical educationauthors
Searle Jdoi
10.1046/j.1365-2923.2000.00690.xkeywords:
subject
Has Abstractpub_date
2000-05-01 00:00:00pages
363-6issue
5eissn
0308-0110issn
1365-2923pii
med690journal_volume
34pub_type
杂志文章abstract：:Medical students on an in-patient service and residents working in an ambulatory care clinic have regularly evaluated their clinical tutors over the 5 years 1985-1989. Both groups of raters reliably and predictably evaluated their tutors and both emphasize between-tutor comparisons more than actual rating values for i...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1993.tb00228.x
更新日期：1993-01-01 00:00:00
abstract：CONTEXT:The supervision of specialty registrars during on-call shifts is essential to ensure the quality of both health care and medical education, but has been identified as a major novelty and stressor for new consultants in the transition from specialty training. There is a paucity of research on how consultants dea...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/medu.12129
更新日期：2013-04-01 00:00:00
abstract：OBJECTIVES:This study represents an initial evaluation of the first year (F1) of the Foundation Assessment Programme (FAP), in line with Postgraduate Medical Education and Training Board (PMETB) assessment principles. METHODS:Descriptive analyses were undertaken for total number of encounters, assessors and trainees, ...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.2008.03249.x
更新日期：2009-01-01 00:00:00
abstract：OBJECTIVES:Doctors make many transitions whilst they are training and throughout their ensuing careers. Despite studies showing that transitions in other high-risk professions such as aviation have been linked to increased risk in the form of adverse outcomes, the effects of changes on doctors' performance and conseque...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.2011.04048.x
更新日期：2011-10-01 00:00:00
abstract：CONTEXT:At the Katholieke Universiteit Leuven, Belgium, final year medical students participate in 70 problem-solving clinical seminars over a period of 2 months, concentrating on clinical reasoning for formulating differential diagnoses. The clinical seminars end in an examination consisting of 200 extended-matching q...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2929.2006.02627.x
更新日期：2006-12-01 00:00:00
abstract：OBJECTIVES:There are recognised difficulties in teaching and assessing intimate examination skills that relate to the sensitive nature of the various examinations and the anxiety faced by novice learners. This systematic review provides a summary of the evidence for the involvement of real patients (RPs) and simulated ...
journal_title：Medical education
pub_type： 杂志文章,评审
doi：10.1111/j.1365-2923.2009.03608.x
更新日期：2010-04-01 00:00:00
abstract：:The University of Washington School of Medicine (UWSM) has initiated new efforts to build a regional minority applicant pool and to expand its educational programmes to accommodate students from disadvantaged backgrounds. Specific interventions include: establishment of medical career planner position to coordinate re...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1988.tb00760.x
更新日期：1988-07-01 00:00:00
abstract：CONTEXT:'Transfer' is the application of a previously learned concept to solve a new problem in another context. Transfer is essential for basic science education because, to be valuable, basic science knowledge must be transferred to clinical problem solving. Therefore, better understanding of interventions that enhan...
journal_title：Medical education
pub_type： 杂志文章,评审
doi：10.1111/medu.13519
更新日期：2018-06-01 00:00:00
abstract：CONTEXT:Prior studies suggest that clinicians can categorise patients in an emergency room as 'sick' or 'not sick' using rapid visual assessment. The rapid nature of these decisions suggests clinicians are relying on pattern recognition or System 1 processing; however, this has not been studied experimentally. In this ...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/medu.13396
更新日期：2017-11-01 00:00:00
abstract：:The diagnostic thinking process is often described as one of hypothesis generation and testing. Yet descriptions of the clinical problem solver's thinking prior to generation of the first diagnostic hypothesis are lacking. This paper reports a study of this phase in students, house officers and registrars. Theories of...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1982.tb01214.x
更新日期：1982-01-01 00:00:00
abstract：:A system for administering multiple choice questions and for providing immediate feedback via microcomputer was designed and field-tested by three groups of paediatric residents. Only minor technical problems were encountered, and these can be resolved easily. Attitudes towards the system were strongly positive. Resid...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1984.tb01279.x
更新日期：1984-09-01 00:00:00
abstract：CONTEXT:A new student selection instrument has been designed to assess candidate suitability for a problem-based learning, small group curriculum. OBJECTIVE:To evaluate the performance of the new teamwork selection instrument in terms of its discriminatory power, fairness, validity, reliability and acceptability among...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2929.2005.02086.x
更新日期：2005-03-01 00:00:00
abstract：OBJECTIVE:Recent UK policy has been to increase substantially the number of graduate entrants to medical schools. Our aim was to study whether graduate and non-graduate entrants have different long-term career preferences. METHODS:We conducted postal questionnaire surveys of medical qualifiers from all UK medical scho...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2929.2007.02706.x
更新日期：2007-04-01 00:00:00
abstract：INTRODUCTION:Despite the wealth of literature surrounding communication curricula within medical education, there is a lack of in-depth research into medical students' perceptions of communication skills assessment. This study aims to address this gap in the research literature. METHODS:Five focus group discussions we...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1046/j.1365-2923.2002.01300.x
更新日期：2002-09-01 00:00:00
abstract：OBJECTIVE:To describe a pilot course in personal and professional development, entitled 'Becoming a doctor: the first step' and our suggestions for what might be incorporated into future courses. SETTING AND CONTEXT:Leeds Medical School begins a new curriculum in September 1999 with a proportion of the first 3 years b...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1046/j.1365-2923.2000.00575.x
更新日期：2000-02-01 00:00:00
abstract：:By providing injecting equipment to drug misusers, community pharmacists in the UK may become involved in preventing the spread of HIV via the intravenous route. Over 60% of pharmacy graduates from the School of Pharmacy enter community pharmacy and, as part of their undergraduate course, attend a series of lectures a...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1994.tb02725.x
更新日期：1994-11-01 00:00:00
abstract：:An instrument has been developed to assess tutor performance in problem-based tutorial groups. This tutor evaluation questionnaire consists of 13 statements reflecting the tutor's behaviour. The statements are based on a description of the tasks set for the tutor. This study reports results on the validity and reliabi...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1994.tb02735.x
更新日期：1994-11-01 00:00:00
abstract：:The planning and implementation of a curriculum for a department of family and community health in a new medical school in a developing country presents special problems. The evolution of the programme at Sultan Qaboos University in the Sultanate of Oman is described and discussed. ...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1990.tb02510.x
更新日期：1990-03-01 00:00:00
abstract：BACKGROUND:When training for junior doctors is being planned, little discussion is focused on what outcomes hospitals are trying to achieve with regard to education/training, i.e. on what makes the ideal hospital doctor. Instead, the primary focus is on the requirements of the syllabi of the Royal Colleges (credentiali...
journal_title：Medical education
pub_type： 杂志文章
doi：
更新日期：2001-10-01 00:00:00
abstract：CONTEXT:Scholarly experiences have been increasingly employed to support the development of scholarly skills for medical students. How the characteristics of the various scholarly experiences contributes to scholarly outcomes or the complexities of how the experiences build skills warrants further exploration. OBJECTI...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/medu.14362
更新日期：2021-02-01 00:00:00
abstract：CONTEXT:A survey of medical students' experiences of sexual harassment during medical training. OBJECTIVE:To assess the prevalence and nature of workplace sexual harassment as perceived by undergraduate medical students in order to address their learning needs concerning setting and maintaining sexual boundaries. DES...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1046/j.1365-2923.2000.00684.x
更新日期：2000-12-01 00:00:00
abstract：BACKGROUND:In 1993 the General Medical Council published its recommendations on undergraduate medical education. AIM:To study the implementation of these recommendations in UK medical schools by means of informal visitations. METHODS:Teams consisting of 3-5 members visited the 25 UK medical schools in a 3-year period...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1046/j.1365-2923.2002.01152.x
更新日期：2002-03-01 00:00:00
abstract：:The present study was conducted to provide in-depth information on the reliabilities of measures of the separate components of clinical competence (e.g. data collection, test interpretation, diagnosis, etc.) assessed by a performance-based examination consisting of standardized-patient cases administered to five class...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1991.tb00071.x
更新日期：1991-07-01 00:00:00
abstract：CONTEXT:Critical reflection may improve health professionals' performance of the social roles of care (eg collaboration) in indeterminate zones of practice that are ambiguous, unique, unstable or value-conflicted. Research must explore critical reflection in practice and how it is developed. In this study, we explored ...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/medu.14032
更新日期：2020-04-01 00:00:00
abstract：OBJECTIVE:This paper aims to summarise the evidence supporting the role of experience-based, non-analytic reasoning (NAR) or pattern recognition as a central feature of expert medical diagnosis. METHODS:The authors examine a series of studies, primarily from their own research programme at McMaster University, that de...
journal_title：Medical education
pub_type： 杂志文章,评审
doi：10.1111/j.1365-2923.2007.02914.x
更新日期：2007-12-01 00:00:00
abstract：:Medical education is primarily about training physicians and maintaining their capabilities over time. Given that physicians are the primary focus of the field, there is a need for a clear idea of what physicians are or could be. This paper seeks to explore this issue by posing the simple question: ?Where do physician...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/medu.13095
更新日期：2016-12-01 00:00:00
abstract：BACKGROUND:Objective structured clinical examination (OSCE) standard-setting procedures are not well developed and are often time-consuming and complex. We report an evaluation of a simple 'contrasting groups' method, applied to an OSCE conducted simultaneously in three separate schools. SUBJECTS:Medical students unde...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1046/j.1365-2923.2001.01041.x
更新日期：2001-11-01 00:00:00
abstract：CONTEXT:Basic surgical skills are needed throughout the medical profession, but current training is haphazard and unpredictable. There is increasing pressure to provide transparency about training and performance standards. There is a clear need for inexperienced learners to build a framework of basic skills before car...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1046/j.1365-2923.2001.00997.x
更新日期：2001-09-01 00:00:00
abstract：CONTEXT:The Faculty of Medicine and Medical Sciences at the University of Aberdeen viewed the use of Computer Assisted Leaning (CAL) and other IT based learning resources as a possible way of coping with an increase in student numbers whilst maintaining or increasing the quality of medical teaching. OBJECTIVES:Our pri...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1046/j.1365-2923.1999.00270.x
更新日期：1999-04-01 00:00:00
abstract：OBJECTIVES:To examine young doctors' views on a number of professional issues including professional regulation, multidisciplinary teamwork, priority setting, clinical autonomy and private practice. METHOD:Postal survey of 545 doctors who graduated from United Kingdom medical schools in 1995. RESULTS:Questionnaires w...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1046/j.1365-2923.2001.01011.x
更新日期：2001-08-01 00:00:00
