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.
journal_name
Med Teachjournal_title
Medical teacherauthors
Malau-Aduli BS,Teague PA,D'Souza K,Heal C,Turner R,Garne DL,van der Vleuten Cdoi
10.1080/0142159X.2017.1372565subject
Has Abstractpub_date
2017-12-01 00:00:00pages
1261-1267issue
12eissn
0142-159Xissn
1466-187Xjournal_volume
39pub_type
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