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Ethics code: (UOC/CRERC/ EXEMPTION/01/2023)

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Standard setting methods in objective structured clinical examination (OSCE): a comparative analysis
Reshma Ansari * , Norhafizah Ab Manan , Nur Ain Mahat , Norfaizatul Shalida Omar , Atikah Abdul Latiff , Sara Idris , Azli Shahril Othman
Management & Science University
Abstract:   (120 Views)
Objective Structured Clinical Examination (OSCE) is deemed as one of the crucial components in medical school examinations to assess students’ competency particularly in clinical skills incorporating cognitive and affective domains as well. Given the high-stake nature of OSCEs being an integral part of barrier examinations, there is a need to use standard setting to ensure its validity and reliability. In this study, five different standard setting methods namely; Norm reference, Angoff method, borderline group method (BGM), borderline regression method (BLR) and Cohen’s method were compared, to determine the best standard setting method in OSCE. A total of 170 second-year medical students attended OSCE with 8 stations for their First Professional Examination at the end of year 2 MBBS. Total scores for each station were standardized to 20 marks and cut off scores were determined using each of the five standard setting methods. At all stations, there were more failed students by the norm-referenced standard setting, followed by the BLR method. On the contrary, the use of the Angoff method yielded the least 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 pass score. The study concluded that the failure rate differed with different standard setting methods and the choice of the method is contextual depending on the available resources.  It is suggested to carry out the study on a larger scale with a larger panel size in future.
Keywords: Standard setting, OSCE, Norm-reference, Angoff, Borderline group, Borderline regression
     
Article Type : Orginal Research | Subject: Medical Education
Received: 2024/01/31 | Accepted: 2024/08/20
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