Standard setting of objective structured practical examination by modified Angoff method: A pilot study.
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Date
2016-05
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Abstract
Background.The undergraduate curriculum at our institution
is divided system-wise into four blocks, each block ending with
theory and objective structured practical examination (OSPE).
The OSPE in Physiology consists of 12 stations, and a conventional
minimum score to qualify is 50%. We aimed to incorporate
standard setting using the modified Angoff method in OSPE to
differentiate the competent from the non-competent student
and to explore the possibility of introducing standard setting in
Physiology OSPE at our institution.
Methods. Experts rated the OSPE using the modified
Angoff method to obtain the standard set cut-off in two of
the four blocks. We assessed the OSPE marks of 110 first year
medical students. Chi-square test was used to compare the
number of students who scored less than standard set cut-off
and conventional cut-off; correlation coefficient was used to
assess the relation between OSPE and theory marks in both
blocks. Feedback was obtained from the experts.
Results. The standard set was 62% and 67% for blocks II
and III, respectively. The use of standard set cut-off resulted in
16.3% (n=18) and 22.7% (n=25) students being declared
unsuccessful in blocks II and III, respectively. Comparison
between the number, who scored less than standard set and
conventional cut-off was statistically significant (p=0.001).
The correlation coefficient was 0.65 (p=0.003) and 0.52
(p<0.001) in blocks II and III, respectively. The experts
welcomed the idea of standard setting.
Conclusion. Standard setting helped in differentiating the
competent from the non-competent student, indicating that
standard setting enhances the quality of OSPE as an assessment
tool.
Natl Med J India 2016;29:160–2
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Kamath M Ganesh,Pallath Vinod , Ramnarayan K, Kamath Asha, Torke Sharmila, Gonsalves James.