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Setting defensible minimum-stations-passed standards in OSCE-type assessments.

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  • 1Leeds Institute of Medical Education, School of Medicine, University of Leeds, UK.

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Summary
This summary is machine-generated.

This study introduces a new, defensible method for setting the minimum number of stations passed (MNSP) standard in Objective Structured Clinical Examinations (OSCEs). The proposed examinee-centered approach allows the standard to vary with test difficulty, improving assessment fairness.

Keywords:
OSCEconjunctive standardsstandard setting

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Area of Science:

  • Medical Education
  • Assessment Science
  • Psychometrics

Background:

  • Objective Structured Clinical Examinations (OSCEs) often use a minimum number of stations passed (MNSP) standard alongside a general cut-score.
  • Current MNSP standards are typically fixed in advance with limited justification and do not adapt to variations in test difficulty or administration.
  • This lack of adaptability is incongruent with best practices for high-stakes examinations.

Purpose of the Study:

  • To investigate and propose empirically validated methods for setting an examinee-centered, criterion-based MNSP standard in OSCEs.
  • To develop an MNSP standard that can dynamically adjust based on station and test difficulty.
  • To enhance the fairness and defensibility of OSCEs.

Main Methods:

  • Utilized mixed modelling on 442 administrations of the PLAB2 exam in the UK.
  • Compared four different methods for setting the MNSP standard in an examinee-centered manner.
  • Assessed the reliability of the total number of stations passed compared to the total test score.

Main Results:

  • The total number of stations passed demonstrated reliability comparable to the total test score (relative g-coefficients of 0.73 and 0.76, respectively).
  • Calculating the MNSP based on the predicted number of stations passed by a borderline candidate at the main exam-level cut-score was identified as the preferred method.
  • The proposed MNSP standard showed variability across administrations and accounted for approximately 25% of exam-level failures.

Conclusions:

  • The proposed examinee-centered approach for setting the MNSP standard is practically feasible and more defensible than fixed, pre-determined standards.
  • This method allows the MNSP standard to vary appropriately with test difficulty, enhancing assessment validity.
  • Implementing this adaptive MNSP standard can improve the fairness and robustness of OSCEs in various settings.