Standard-Setting of Multidisciplinary Objective Structured Practical Examination

Area of Science:

• Medical Education
• Anatomy and Physiology

Background:

• Objective Structured Practical Examinations (OSPE) are crucial for assessing medical students' practical skills.
• Standard-setting methods are essential to differentiate competent from non-competent students.

Purpose of the Study:

• To apply the Modified Ebel's method for standard-setting in a Musculoskeletal and Integument (MSK) module OSPE.
• To effectively differentiate competent from non-competent students in MSK practical skills.

Main Methods:

• One hundred fifty-six students participated in a multidisciplinary MSK-OSPE, including mid-module (upper limb) and final (lower limb) exams.
• The Modified Ebel's method was used to determine the Minimum Pass Level (MPL) for each station and the overall exam.
• OSPE stations covered anatomy and physiology of the upper and lower limbs, and skills with standardized patients.

Main Results:

• The Minimum Pass Level (MPL) determined by the Modified Ebel's method was above 50% for most stations, exceeding the conventional pass mark.
• Specific stations related to the ulna, upper limb arteries, lower limb muscles, ankle joint anatomy, and nerve physiology had MPLs below 50%.
• The overall MPLs were 66% for the mid-module and 60% for the final MSK-OSPE.

Conclusions:

• The Modified Ebel's method effectively identified underperforming students, enhancing the quality of the MSK-OSPE as an assessment tool.
• Students gained experience with standardized patients, but some anatomical and physiological stations require improvement.
• Recommendations include identifying poor performers and providing targeted tutorial sessions for identified weak areas.