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A collaborative comparison of objective structured clinical examination (OSCE) standard setting methods at Australian medical schools


Malau-Aduli, BS and Teague, P-A and D'Souza, K and Heal, C and Turner, R and Garne, DL and van der Vleuten, C, A collaborative comparison of objective structured clinical examination (OSCE) standard setting methods at Australian medical schools, Medical teacher, 39, (12) pp. 1261-1267. ISSN 0142-159X (2017) [Refereed Article]

Copyright Statement

Copyright 2017 Informa UK Limited, trading as Taylor & Francis Group

DOI: doi:10.1080/0142159X.2017.1372565


Background: A key issue underpinning the usefulness of the OSCE assessment to medical education is standard setting, but the majority of standard-setting methods remain challenging for performance assessment because they produce varying passing marks. Several studies have compared standard-setting methods; however, most of these studies are limited by their experimental scope, or use data on examinee performance at a single OSCE station or from a single medical school. This collaborative study between 10 Australian medical schools investigated the effect of standard-setting methods on OSCE cut scores and failure rates.

Methods: This research used 5256 examinee scores from seven shared OSCE stations to calculate cut scores and failure rates using two different compromise standard-setting methods, namely the Borderline Regression and Cohenís methods.

Results: The results of this study indicate that Cohenís method yields similar outcomes to the Borderline Regression method, particularly for large examinee cohort sizes. However, with lower examinee numbers on a station, the Borderline Regression method resulted in higher cut scores and larger difference margins in the failure rates.

Conclusion: Cohenís method yields similar outcomes as the Borderline Regression method and its application for benchmarking purposes and in resource-limited settings is justifiable, particularly with large examinee numbers.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Medicine, nursing and health curriculum and pedagogy
Objective Division:Expanding Knowledge
Objective Group:Expanding knowledge
Objective Field:Expanding knowledge in the health sciences
UTAS Author:Turner, R (Professor Richard Turner)
ID Code:124375
Year Published:2017
Web of Science® Times Cited:5
Deposited By:Medicine
Deposited On:2018-02-20
Last Modified:2018-09-11

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