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Standard setting in OSCEs: a borderline approach.

Kingston Rajiah1, Sajesh Kalkandi Veettil, Suresh Kumar

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|November 25, 2014
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This summary is machine-generated.

The borderline approach using a two-domain global rating scale offers a valid method for setting pass scores in objective structured clinical examinations (OSCE). This standard-setting strategy provides a more accurate pass mark compared to arbitrary methods.

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Area of Science:

  • Medical Education
  • Assessment and Evaluation

Background:

  • Clinical skills evaluation is high-stakes, requiring robust methods for valid and reliable objective structured clinical examinations (OSCE).
  • Standard setting for OSCE pass scores is crucial to maintain assessment integrity.

Purpose of the Study:

  • To trial the borderline approach using a two-domain global rating scale for standard setting in OSCE.
  • To evaluate the validity and reliability of this method for determining OSCE pass scores.

Main Methods:

  • Utilized six-point scales (0-5) for two domains to categorize performance as pass, borderline, or fail.
  • Calculated a 'summed global rating' by combining scores from the two global scales.
  • Correlated summed global ratings with total scores from task-based checklists for each station.

Main Results:

  • Found moderate and significant Pearson correlations between task-based checklist scores and the two-domain global rating scale.
  • R-squared coefficients ranged from 0.241 (station 14) to 0.479 (station 7).
  • The borderline method determined a pass mark of 64%, exceeding the arbitrary 50% mark.

Conclusions:

  • The two-domain global rating scale is appropriate for assessing student abilities within the OSCE framework.
  • Significant positive correlations support the use of this scale for genuine proficiency assessment.
  • While correlations were significant, R-squared values were only satisfactory for station 7, indicating a need for further refinement.