Standard Setting in a Small Scale OSCE: A Comparison of the Modified Borderline-Group Method and the Borderline Regression Method

When setting standards, administrators of small-scale OSCEs often face several challenges, including a lack of resources, a lack of available expertise in statistics, and difficulty in recruiting judges. The Modified Borderline-Group Method is a standard setting procedure that compensates for these challenges by using physician examiners and is easy to use making it a good choice for small scale OSCEs. Unfortunately, the use of this approach may introduce a new challenge. Because a small scale OSCE has a small number of examinees, there may be few examinees in the borderline range, which could introduce an unintentional bias. A standard setting method called The Borderline Regression Method will be described. This standard setting method is similar to the Modified Borderline-Group Method but incorporates a linear regression approach allowing the cut score to be set using the scores from all examinees and not from a subset. The current study uses confidence intervals to analyze the precision of cut scores derived from both approaches when applied to a small scale OSCE.     

Using the Judgments of Physician Examiners in Setting the Standards for a National Multi-center High Stakes OSCE

In 1994 and 1995, the Medical Council of Canada used an innovative approach to set the pass mark on its large scale, multi-center national OSCE which is designed to assess basic clinical and communication skills in physicians in Canada after 15 months of post-graduate medical training. The goal of this article is to describe the new approach and to present the experience with the method during its first two years of operation. The approach utilizes the global judgments of the physician examiners at each station to identify the candidates with borderline performances. The scores of the candidates whose performances are judged to be borderline are summed for each station, yielding an initial passing score for all stations and then the examination as a whole. The latter score is then adjusted upward one standard error of measurement for the final passing score and is used as one of the criteria to pass the examination. Based on the results to date, the new approach has worked well. The advantages, disadvantages and areas of possible refinement for the approach are reviewed. This revised version was published online in June 2006 with corrections to the Cover Date.     

立足能力本位及资格考试分析高职临床医学专业课程设置

目的 了解基层临床医师的能力本位及医师资格考试,为提高该群体的能力本位水平及医师资格考试通过率优化高职临床医学专业教学内容及课程设置.方法 通过查阅文献,了解基层医疗单位临床医师能力本位情况、医师资格考试通过情况及传统临床医学专业课程设置,分析高职院校临床医学专业课程设置对基层临床医师能力本位及医师资格考试的影响.结果...     

我院晋升副主任医师者临床能力评估方法介绍

就某军医大学附属医院晋升副主任医师的主治医师临床能力评估指标体系进行研究,目的在于改变部分医师片面地认为科研水平即是临床学术水平,忽视临床能力在职称评审中作用的倾向,提高对临床能力的重视程度.指标体系对主治医师临床能力的评估着重于临床能力综合运用素质和业绩积累的考核.指标体系的建立为职称评审工作中临床能力的判断提供了较明确的参考依据.文章采用特尔菲法(Delphi)与列名小组法相结合的方法,对晋升副主任医师的主治医师临床能力评估指标体系的项目、内涵、权重和权值及评分方法,经专家咨询后,形成一个两级结构指标体系(Ⅰ级指标5项;Ⅱ级指标13项).