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Exploring differences in individual and group judgements in standard setting.

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Standard setting in medical education involves complex judge interactions and varied conceptions of minimal competence, leading to outcome variability. Understanding these processes can enhance criterion-referenced standard equivalence.

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Area of Science:

  • Medical Education Assessment
  • Educational Measurement
  • Qualitative Research Methods

Background:

  • Standard setting is crucial for medical assessment decisions.
  • Variations in standards exist across medical schools for shared assessment items.
  • Processes underlying criterion-referenced standard setting are not well understood.

Purpose of the Study:

  • To explore the operation and interaction of individual and group processes in standard setting.
  • To identify potential sources of variability in medical education assessment standards.

Main Methods:

  • Qualitative research design using thematic analysis.
  • Purposive sampling of UK medical schools with differing standards.
  • Data collection via observation of standard-setting meetings and interviews with judges.

Main Results:

  • Standard setting results from interactions between institutional context, individual judge perspectives, and group dynamics.
  • Judges' conceptions of minimal competence varied, influencing their decisions.
  • Group discussions led to score revisions, but conformity and resistance to change were also observed.

Conclusions:

  • Standard setting is inherently complex and involves uncertainty, despite established procedures.
  • Understanding the varied processes is key to enhancing the equivalence of criterion-referenced standards.
  • Further research can illuminate how these processes contribute to outcome variations.