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Related Experiment Video

Updated: Sep 6, 2025

Observational Study Protocol for Repeated Clinical Examination and Critical Care Ultrasonography Within the Simple Intensive Care Studies
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Standard-Setting of Multidisciplinary Objective Structured Practical Examination.

Sherif M Zaki1, Amira S Ismail2

  • 1Anatomy, Fakeeh College for Medical Sciences, Jeddah, SAU.

Cureus
|June 27, 2022
PubMed
Summary
This summary is machine-generated.

The Modified Ebel

Keywords:
medical studentsmodified ebel's methodsmultidisciplinary objective structured practical examinationmusculoskeletal and integument systems modulestandard setting

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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.