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Related Experiment Videos

Setting school-level outcome standards.

David T Stern1, Miriam Friedman Ben-David, John Norcini

  • 1Department of Internal Medicine , University of Michigan Medical School, Ann Arbor, Michigan, USA. dstern@umich.edu

Medical Education
|February 3, 2006
PubMed
Summary
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International experts established performance standards for medical schools using a pilot test with diverse assessments. Tolerable failure rates varied by competency, informing future global medical education standards.

Area of Science:

  • Medical Education
  • International Standards
  • Assessment

Background:

  • Establishing international standards for medical schools requires expert consensus on performance benchmarks.
  • A pilot study was conducted in China involving a multidimensional examination at eight leading medical institutions.

Purpose of the Study:

  • To develop a method for setting international, school-level outcome standards for medical education.
  • To evaluate expert consensus on acceptable performance levels across different competency domains and assessment types.

Main Methods:

  • A panel of 16 international medical education leaders convened to discuss competency domains and acceptable student failure rates.
  • A two-step process involved defining borderline school standards and estimating tolerable failure percentages, with revisions based on pilot data.

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Main Results:

  • Tolerable failure rates ranged from 10% to 26% across various competency domains and examination formats.
  • Cut-off scores remained stable, but final estimates of tolerable failure rates correlated with actual student failure rates (r = 0.59, P = 0.03).

Conclusions:

  • The study presents a viable method for international standard-setting in medical education, building on existing techniques.
  • Further validation with diverse examinations and international contexts is necessary for robust global standards.