Standard setting methods in objective structured clinical examination (OSCE): A comparative study of five methods

Mohamed Ansari, Reshma and Ab Manan, Norhafizah and Mahat, Nur Ain and Omar, Norfaizatul Shalida and Abdul Latiff, Atikah and Idris, Sara and Othman, Azli Shahril (2024) Standard setting methods in objective structured clinical examination (OSCE): A comparative study of five methods. Journal of Medical Education Development, 17 (56). pp. 87-96. ISSN 2251-9521 E-ISSN 2980-7670

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Abstract

Background & Objective: Objective Structured Clinical Examination (OSCE) is a crucial component in medical school examinations to assess students’ competency, particularly in clinical skills incorporating cognitive and affective domains. OSCE results are subjected to standard-setting methods, which yield different findings. Hence, in this study, five different standard-setting methods, namely norm reference, Angoff method, borderline group method (BGM), borderline regression method (BRM), and modified Cohen’s method, were compared to determine the cut-off scores and failure rates determined by each method. Material & Methods: Data of 170 second-year medical students who attended OSCE with eight stations for their First Professional Examination at the end of year 2 MBBS was taken for the study following ethical approval. Total scores for each station were standardized to 20 marks, and cut-off scores were determined using each of the five standard-setting methods. Results: As a comparison of 5 methods, the Norm reference method yielded the highest number of stations with high cut-off scores, followed by BRM. This is reflected in the number of failures, too. On the contrary, using the Angoff method yielded the lowest cut-off scores in maximum stations, resulting in the least number of failed students. The Cochrane’s Q test of the results yielded a p < 0.001, which signifies that the proportion of students who failed a particular OSCE station was significantly different when different methods were used to determine the cut score. Conclusion: The study, which compared 5 common standard-setting methods employed in medical education assessments, found that norm-referenced and BRM had high cut-off scores and failures, with the opposite determined by the Modified Angoff method. The study concluded that the cut-off score and failure rate differed with different standard-setting methods, and the choice of the method is contextual depending on the available resources.

Item Type:	Article (Journal)
Uncontrolled Keywords:	standard setting, OSCE, Angoff, norm-reference, borderline group, borderline regression, Cohen
Subjects:	R Medicine > R Medicine (General)
Kulliyyahs/Centres/Divisions/Institutes (Can select more than one option. Press CONTROL button):	Kulliyyah of Nursing > Department of Professional Nursing Studies Kulliyyah of Nursing
Depositing User:	Nur Ain Mahat
Date Deposited:	16 Dec 2024 11:01
Last Modified:	16 Dec 2024 11:01
URI:	http://irep.iium.edu.my/id/eprint/116765

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