Variability in passing standards for graduation-level knowledge questions across UK Medical Schools
| Autor: | Taylor, CA, Gurnell, M, Melville, CR, Kluth, DC, Johnson, N, Wass, V |
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| Přispěvatelé: | Gurnell, Mark [0000-0001-5745-6832], Apollo - University of Cambridge Repository |
| Jazyk: | angličtina |
| Rok vydání: | 2017 |
| DOI: | 10.17863/cam.6993 |
| Popis: | Given the absence of a common passing standard for students at UK medical schools, this paper compares independently -set standards for common “1 from 5” single-best answer (multiple choice) items used in graduation-level applied knowledge examinations and explores potential reasons for any differences. $\textbf{Methods}$: A repeated cross-sectional study, with participating schools sent a common set of graduation-level items (55 in 2013/14; 60 in 2014/1 5). Items were selected against a blueprint and underwent a quality review process. Each school employed their own standard setting process for the common items. The primary outcome was the passing standard for the common items for each medical school using the Angoff or Ebel methods. $\textbf{Results}$: 22 (of 31 invited) medical schools participated in 2013/14 (71%) and 30 (97%) in 2014/15. Schools used a mean of 49 and 53 common items in 2013/14 and 2014/5 respectively; around one-third of the items in the examinations in which they were embedded. Data from 19 (61%) and 26 (84%) schools respectively met inclusion criteria for comparison of standards. There were statistically significant differences in the passing standard set by schools in both years (effect size (f$^{2}$) 0.041 in 2013/14 and 0.218 in 2014/15, both p This study was funded by the Medical Schools Council Assessment Alliance (MSCAA). |
| Databáze: | OpenAIRE |
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