Defining competency - the role of standard setting

Searle, Judy

doi:10.1046/j.1365-2923.2000.00690.x

Cited by 44 publications

(32 citation statements)

References 9 publications

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“…This is done with the objective of promoting educational processes that lead to increasing expertise as a result of intentional educational processes. 15 Education for family medicine specialists seeks to provide theoretical and methodological tools for physicians 16 to offer health care to the population, the identification and treatment of MS being one of these tools; however, the results of our study indicate that there is no relation between the tools provided and the ability of physicians to diagnose the syndrome, given the low aptitude level found in the total sample. Results sorted by curricular differences suggest a slight advantage, but is not significant.…”

Section: Ms Impacts Individual Familial and Institutional Health Cmentioning

confidence: 56%

Development and validation of an instrument to measure family physicians' clinical aptitude in metabolic syndrome in Mexico

Cabrera-Pivaral¹,

Gutiérrez-Ruvalcaba²,

Peralta-Heredia³

et al. 2008

Salud pública Méx

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Objective. The purpose of this work was to measure family physicians' clinical aptitude for the diagnosis and treatment of metabolic syndrome in a representative sample from six Family Medicine Units (UMF) at the Mexican Institute for Social Security (IMSS), in Guadalajara, Jalisco, México. Material and Methods. This is a cross-sectional study. A validated and structured instrument was used, with a confidence coefficient (Kuder-Richardson) of 0.95, that was applied to a representative sample of 90 family physicians throughout six UMFs in Guadalajara, between 2003 and 2004. MannWhitney's U and Kruskal-Wallis' tests were used to compare two or more groups, and the Perez-Viniegra Test was used to define aptitude development levels. Results. No statistically significant differences were found in aptitude development between the six family medicine units groups and other comparative groups. Conclusions. The generally low level of clinical aptitude, and its indicators, reflects limitations on the part of family physicians at the IMSS in Jalisco to identify and manage metabolic syndrome.

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Section: Ms Impacts Individual Familial and Institutional Health Cmentioning

confidence: 56%

Development and validation of an instrument to measure family physicians' clinical aptitude in metabolic syndrome in Mexico

Cabrera-Pivaral¹,

Gutiérrez-Ruvalcaba²,

Peralta-Heredia³

et al. 2008

Salud pública Méx

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show abstract

“…Accordingly, the teachers were asked to comment on the minimum and maximum passing scores, as well as the minimum and maximum number of the students who passed and failed the exam, based on a 5-option Likert scale scoring modelpoor, borderline, acceptable, good, and excellent -in Form 1 (1,6,15,25) and on Form 2, which included standard multiple-choice questions previously distributed among the teachers (1,15,(26)(27)(28). For this purpose, the teachers were briefed on how to complete the forms and asked to complete both forms and the checklist.…”

Section: Methodsmentioning

confidence: 99%

Evaluation of Passing Scores in Semiotics: An Objective Structured Clinical Examination for Medical Students of Mashhad University of Medical Sciences, Mashhad, Iran, 2015

Mehran

Hamid

Gholami

2017

Strides Dev Med Educ

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Background: Numerous exams are held at different levels and in different fields of medical sciences to evaluate students' practical knowledge. In pass-fail exams where several examiners score the students, it is important to determine "the minimum passing score" or "the passing score" to determine whether students have passed or failed; this score is sometimes called the "cut-off point" or "standard score." The objective structured clinical examination (OSCE) method is employed for the final assessment of medical students in Semiotics I in Mashhad University of Medical Sciences, Mashhad, Iran. The commonly used standard scoring method for this lesson is the fixed score method, which sometimes results in a discrepancy between educational management and the lecturers. Hence, the current study aims to compare 4 different methods-the Cohen, borderline-group, borderline regression, and Hofstee methods-of determining the passing score in the semiotics course and comparing the results with those of the fixed score method.

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“…The chair explained the purpose of the session and introduced the concepts of standard setting and the 'minimum threshold standard' or borderline student group (Searle, 2000). The modified Angoff procedure or Ebel method was outlined as appropriate.…”

Section: Standard Setting Sessionsmentioning

confidence: 99%

“…In the context of medical education, absolute (or criterion-based) standards are generally considered preferable to relative (or norm-referenced) standards (Searle, 2000;Norcini, 2003). For absolute standards the pass mark is set according to defined minimum criteria that reflect content and level of mastery required.…”

Section: Introductionmentioning

confidence: 99%

Estimating the Minimum Number of Judges Required for Test-centred Standard Setting on Written Assessments. Do Discussion and Iteration have an Influence?

Fowell

Fewtrell

2006

Adv in Health Sci Educ

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Absolute standard setting procedures are recommended for assessment in medical education. Absolute, test-centred standard setting procedures were introduced for written assessments in the Liverpool MBChB in 2001. The modified Angoff and Ebel methods have been used for short answer question-based and extended matching question-based papers, respectively. Data collected has been analysed to investigate whether reliable standards can be achieved for small-scale, medical school-based assessments, to establish the minimum number of judges required and the effect of a discussion phase on reliability. The root mean squared error (RMSE) has been used as a measure of reliability and used to compute 95% confidence intervals for comparison to the examination statistics. The RMSE has been used to calculate the minimum number of judges required to obtain a predetermined minimum level of reliability, and the effect of the number of judges and number of items have been examined. Values of the RMSE obtained vary from 0.9 to 2.2%. Using average variances across each paper type, the minimum number of judges to obtain a RMSE of less than 2% is 10 or more judges before discussion or 6 or more judges after discussion. The results indicate that including a discussion phase improves the reliability and reduces the minimum number of judges required. Decision studies indicate that increasing the number of questions included in the assessments would not significantly improve the reliability of the standard setting.

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Defining competency - the role of standard setting

Abstract: Whilst the use of standard-setting procedures goes part way to defining and measuring competence, it is time consuming and requires significant examiner training and acceptance. Using 50% to determine who is and isn't competent is simpler but not transparent, fair nor defensible.

Cited by 44 publications

References 9 publications

Development and validation of an instrument to measure family physicians' clinical aptitude in metabolic syndrome in Mexico

Development and validation of an instrument to measure family physicians' clinical aptitude in metabolic syndrome in Mexico

Evaluation of Passing Scores in Semiotics: An Objective Structured Clinical Examination for Medical Students of Mashhad University of Medical Sciences, Mashhad, Iran, 2015

Estimating the Minimum Number of Judges Required for Test-centred Standard Setting on Written Assessments. Do Discussion and Iteration have an Influence?

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