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Related Experiment Videos

The passing score in the objective structured clinical examination

H Morrison1, H McNally, C Wylie

  • 1School of Education, Queen's University of Belfast, Northern Ireland.

Medical Education
|September 1, 1996
PubMed
Summary

Setting a reliable passing score for the Objective Structured Clinical Examination (OSCE) is crucial for high-stakes medical assessments. This study details a modified Angoff procedure to establish a defensible passing score for an Obstetrics and Gynaecology OSCE.

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Area of Science:

  • Medical Education
  • Clinical Assessment
  • Psychometrics

Background:

  • The Objective Structured Clinical Examination (OSCE) is a widely adopted assessment tool for medical undergraduates.
  • Reliability of OSCEs is frequently discussed, but empirical determination of passing scores is less common.
  • Establishing a defensible passing score is essential for high-stakes clinical competence testing.

Purpose of the Study:

  • To illustrate a modified Angoff standard-setting procedure for determining the passing score of an Obstetrics and Gynaecology OSCE.
  • To ensure the passing score reliably reflects minimal competence in final-year medical students.

Main Methods:

  • A two-session modified Angoff procedure was employed.
  • Expert judges (university teachers, consultants, junior clinical staff) estimated minimally competent scores for each OSCE station.

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  • Judgements were revised in session two based on real student performance data and structured discussion.

    • Main Results:

    • The study reports the determined passing score for the 14-station Obstetrics and Gynaecology OSCE.
    • Statistical measures assuring the reliability of the passing score are provided.

    Conclusions:

    • The modified Angoff methodology effectively utilizes expert judgment to set defensible standards for OSCE passing scores.
    • This approach enhances the validity and reliability of high-stakes clinical competence assessments in medical education.