Abstract:
UNLABELLED:CONSTRUCT: Authentic standard setting methods will demonstrate high convergent validity evidence of their outcomes, that is, cutoff scores and pass/fail decisions, with most other methods when compared with each other. BACKGROUND:The objective structured clinical examination (OSCE) was established for valid, reliable, and objective assessment of clinical skills in health professions education. Various standard setting methods have been proposed to identify objective, reliable, and valid cutoff scores on OSCEs. These methods may identify different cutoff scores for the same examinations. Identification of valid and reliable cutoff scores for OSCEs remains an important issue and a challenge. APPROACH:Thirty OSCE stations administered at least twice in the years 2010-2012 to 393 medical students in Years 2 and 3 at Aga Khan University are included. Psychometric properties of the scores are determined. Cutoff scores and pass/fail decisions of Wijnen, Cohen, Mean-1.5SD, Mean-1SD, Angoff, borderline group and borderline regression (BL-R) methods are compared with each other and with three variants of cluster analysis using repeated measures analysis of variance and Cohen's kappa. RESULTS:The mean psychometric indices on the 30 OSCE stations are reliability coefficient = 0.76 (SD = 0.12); standard error of measurement = 5.66 (SD = 1.38); coefficient of determination = 0.47 (SD = 0.19), and intergrade discrimination = 7.19 (SD = 1.89). BL-R and Wijnen methods show the highest convergent validity evidence among other methods on the defined criteria. Angoff and Mean-1.5SD demonstrated least convergent validity evidence. The three cluster variants showed substantial convergent validity with borderline methods. CONCLUSIONS:Although there was a high level of convergent validity of Wijnen method, it lacks the theoretical strength to be used for competency-based assessments. The BL-R method is found to show the highest convergent validity evidences for OSCEs with other standard setting methods used in the present study. We also found that cluster analysis using mean method can be used for quality assurance of borderline methods. These findings should be further confirmed by studies in other settings.
journal_name
Teach Learn Medjournal_title
Teaching and learning in medicineauthors
Yousuf N,Violato C,Zuberi RWdoi
10.1080/10401334.2015.1044749subject
Has Abstractpub_date
2015-01-01 00:00:00pages
280-91issue
3eissn
1040-1334issn
1532-8015journal_volume
27pub_type
杂志文章abstract:BACKGROUND:Many medical schools require a family medicine clerkship, yet little is known about the quantity and diversity of the diagnoses encountered by the students. PURPOSE:This study examines patients encountered with psychiatric diagnoses using quantitative data collected by students in a family practice clerkshi...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
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abstract:BACKGROUND:Although the literary arts initiated the movement to include the humanities in medical education, little is known about the incorporation of other art forms. PURPOSE:A study was designed to determine the variety of arts-related activities in U.S. medical schools. METHODS:Questionnaires were mailed twice to...
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journal_title:Teaching and learning in medicine
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journal_title:Teaching and learning in medicine
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pub_type: 杂志文章,随机对照试验
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更新日期:2011-07-01 00:00:00
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更新日期:2005-10-01 00:00:00
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journal_title:Teaching and learning in medicine
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journal_title:Teaching and learning in medicine
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