Literature DB >> 17895672

Do baseline data influence standard setting for a clinical skills examination?

Diane B Wayne1, Jeffrey H Barsuk, Elaine Cohen, William C McGaghie.   

Abstract

BACKGROUND: Clinical skills examinations (CSEs) are used frequently in medical education. Standard setting for CSEs may employ different methods with or without prior performance data.
METHOD: An expert panel provided item-based (Angoff) and group-based (Hofstee) judgments about two central venous catheter insertion performance checklists on three occasions. Judges did not receive baseline performance data on the first occasion but did on occasions two and three. Judges' ratings were used to calculate a minimum passing standard (MPS) for the CSE. Interrater reliabilities and test-retest reliability (stability) were calculated. Passing standards are compared using performance data from a pilot study.
RESULTS: Both methods produced reliable and stable data. Baseline data influenced the judges' decisions. Use of the Angoff method alone yielded lenient MPSs, whereas the Hofstee method alone yielded stringent MPSs.
CONCLUSIONS: Standard setting is a critical component of CSEs. Baseline data influence judges' decisions. Averaging Angoff and Hofstee outcomes produced the optimal MPS.

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Mesh:

Year:  2007        PMID: 17895672     DOI: 10.1097/ACM.0b013e318141f464

Source DB:  PubMed          Journal:  Acad Med        ISSN: 1040-2446            Impact factor:   6.893


  7 in total

1.  Simulation-based education with mastery learning improves residents' lumbar puncture skills.

Authors:  Jeffrey H Barsuk; Elaine R Cohen; Timothy Caprio; William C McGaghie; Tanya Simuni; Diane B Wayne
Journal:  Neurology       Date:  2012-06-06       Impact factor: 9.910

2.  Do you see what I see? A randomised pilot study to evaluate the effectiveness and efficiency of simulation-based training with videolaryngoscopy for neonatal intubation.

Authors:  Lindsay C Johnston; Ruijun Chen; Travis M Whitfill; Christie J Bruno; Orly L Levit; Marc A Auerbach
Journal:  BMJ Simul Technol Enhanc Learn       Date:  2015-05-20

3.  Effect of Trainee Performance Data on Standard-Setting Judgments Using the Mastery Angoff Method.

Authors:  Stuart B Prenner; William C McGaghie; Sarah Chuzi; Eric Cantey; Aashish Didwania; Jeffrey H Barsuk
Journal:  J Grad Med Educ       Date:  2018-06

4.  Ensuring basic competency in chest tube insertion using a simulated scenario: an international validation study.

Authors:  Peter Hertz; Katrine Jensen; Saleh N Abudaff; Michael Strøm; Yousif Subhi; Hani Lababidi; Lars Konge
Journal:  BMJ Open Respir Res       Date:  2018-12-10

5.  Setting a Minimum Passing Standard for the Uncertainty Communication Checklist Through Patient and Physician Engagement.

Authors:  David H Salzman; Kristin L Rising; Kenzie A Cameron; Rhea E Powell; Dimitri Papanagnou; Amanda Doty; Katherine Piserchia; Lori Latimer; William C McGaghie; Danielle M McCarthy
Journal:  J Grad Med Educ       Date:  2020-02

6.  Group versus modified individual standard-setting on multiple-choice questions with the Angoff method for fourth-year medical students in the internal medicine clerkship.

Authors:  Vichai Senthong; Jarin Chindaprasirt; Kittisak Sawanyawisuth; Noppadol Aekphachaisawat; Suteeraporn Chaowattanapanit; Panita Limpawattana; Charoen Choonhakarn; Aumkhae Sookprasert
Journal:  Adv Med Educ Pract       Date:  2013-09-27

7.  Changing the view: impact of simulation-based mastery learning in pediatric tracheal intubation with videolaryngoscopy.

Authors:  Thomaz Bittencourt Couto; Amélia G Reis; Sylvia C L Farhat; Vitor E L Carvalho; Claudio Schvartsman
Journal:  J Pediatr (Rio J)       Date:  2020-03-08       Impact factor: 2.990

  7 in total

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