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Standard setting of objective structured practical examination by modified Angoff method: A pilot study.

M Ganesh Kamath¹, Vinod Pallath², K Ramnarayan³

¹Department of Physiology, Melaka Manipal Medical College (MMMC), Manipal University, Manipal 576104, Karnataka, India.

The National Medical Journal of India

|November 4, 2016

Summary

This summary is machine-generated.

Implementing standard setting in objective structured practical examinations (OSPE) for physiology helps identify truly competent medical students. This method enhances the quality of the assessment tool for better evaluation.

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Area of Science:

Medical Education
Physiology Assessment

Background:

Undergraduate medical curriculum divided into four system-wise blocks.
Each block concludes with theory and objective structured practical examinations (OSPE).
Physiology OSPE comprises 12 stations with a conventional passing score of 50%.

Purpose of the Study:

To implement standard setting using the modified Angoff method in Physiology OSPE.
To differentiate competent from non-competent students.
To explore the feasibility of standard setting in the institution's Physiology OSPE.

Main Methods:

Modified Angoff method applied by experts to set standards for OSPE in two blocks.
OSPE scores of 110 first-year medical students were analyzed.
Statistical analysis included Chi-square test and correlation coefficient; expert feedback was collected.

Main Results:

Standard set cut-offs were 62% (Block II) and 67% (Block III).
Using standard cut-offs, 16.3% and 22.7% of students were unsuccessful in Blocks II and III, respectively.
Significant differences (p=0.001) were observed between standard and conventional cut-offs; strong correlations between OSPE and theory marks were found (r=0.65, r=0.52).

Conclusions:

Standard setting effectively differentiates competent from non-competent students.
The modified Angoff method enhances the quality of OSPE as an assessment tool.
Introduction of standard setting in Physiology OSPE is recommended.