| Autor: |
Taylor, James, Curtis, Stacey D., St. Onge, Erin, Egelund, Eric F., Venugopalan, Veena, Whalen, Karen |
| Zdroj: |
Currents in Pharmacy Teaching & Learning; Jun2024, Vol. 16 Issue 6, p465-468, 4p |
| Abstrakt: |
To describe one institution's approach to transformation of high-stakes objective structure clinical examinations (OSCEs) from norm-referenced to criterion-referenced standards setting and to evaluate the impact of these changes on OSCE performance and pass rates. The OSCE writing team at the college selected a modified Angoff method appropriate for high-stakes assessments to replace the two standard deviation method previously used. Each member of the OSCE writing team independently reviewed the analytical checklist and calculated a passing score for active stations on OSCEs. Then the group met to determine a final pass score for each station. The team also determined critical cut points for each station, when indicated. After administration of the OSCEs, scores, pass rates, and need for remediation were compared to the previous norm-referenced method. Descriptive statistics were used to summarize the data. OSCE scores remained relatively unchanged when switched to a criterion-referenced method, but the number of remediators increased up to 2.6 fold. In the first year, the average score increased from 86.8% to 91.7% while the remediation rate increased from 2.8% to 7.4%. In the third year, the average increased from 90.9% to 92% while the remediation rate increased from 6% to 15.6%. Likewise, the fourth-year average increased from 84.9% to 87.5% while the remediation rate increased from 4.4% to 9%. Transition to a modified Angoff method did not impact average OSCE score but did increase the number of remediations. [ABSTRACT FROM AUTHOR] |
| Databáze: |
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