E-ISSN 2146-8354
 

Original Research 


Comparing the borderline group and borderline regression approaches to setting Objective Structured Clinical Examination cut scores

Katharine Jane Reid, Agnes Dodds.

Cited by (1)

Abstract
OBJECTIVE
The aim of the study was to compare the Borderline Group and Borderline Regression approaches to setting standards on nine Objective Structured Clinical Examinations (OSCEs) undertaken in the final year of medical school. For each of nine OSCEs completed by 301 students we obtained a total score (maximum 40 marks) and a global score on a 5-point rating scale which examiners completed after scoring the OSCE using a checklist. We calculated cut scores for each OSCE using the Borderline Group method by computing the mean and the median score of the group of students whose performance was rated by examiners rated as borderline. We calculated cut scores for each OSCE using the Borderline Regression method by predicting total OSCE scores from global ratings using linear regression, and calculating the cut score by substituting the score of borderline candidates (2) into the regression equation for each OSCE. Both methods established higher standards than an arbitrary 50 per cent criterion. There was also a high degree of concordance between methods. Establishing conceptual standards on OSCEs requires ongoing consideration of appropriate methods and research modelling the effects on cut scores of applying different techniques.

Key words: Objective Structured Clinical Examinations, Standard setting, Assessment, Borderline Regression, Borderline Groups


 
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1
 
How to Cite this Article
Pubmed Style

Katharine Jane Reid, Agnes Dodds. Comparing the borderline group and borderline regression approaches to setting Objective Structured Clinical Examination cut scores. J Contemp Med Edu. 2014; 2(1): 8-12. doi:10.5455/jcme.20130921013523


Web Style

Katharine Jane Reid, Agnes Dodds. Comparing the borderline group and borderline regression approaches to setting Objective Structured Clinical Examination cut scores. http://www.jcmedu.org/?mno=32523 [Access: December 16, 2018]. doi:10.5455/jcme.20130921013523


AMA (American Medical Association) Style

Katharine Jane Reid, Agnes Dodds. Comparing the borderline group and borderline regression approaches to setting Objective Structured Clinical Examination cut scores. J Contemp Med Edu. 2014; 2(1): 8-12. doi:10.5455/jcme.20130921013523



Vancouver/ICMJE Style

Katharine Jane Reid, Agnes Dodds. Comparing the borderline group and borderline regression approaches to setting Objective Structured Clinical Examination cut scores. J Contemp Med Edu. (2014), [cited December 16, 2018]; 2(1): 8-12. doi:10.5455/jcme.20130921013523



Harvard Style

Katharine Jane Reid, Agnes Dodds (2014) Comparing the borderline group and borderline regression approaches to setting Objective Structured Clinical Examination cut scores. J Contemp Med Edu, 2 (1), 8-12. doi:10.5455/jcme.20130921013523



Turabian Style

Katharine Jane Reid, Agnes Dodds. 2014. Comparing the borderline group and borderline regression approaches to setting Objective Structured Clinical Examination cut scores. Journal of Contemporary Medical Education, 2 (1), 8-12. doi:10.5455/jcme.20130921013523



Chicago Style

Katharine Jane Reid, Agnes Dodds. "Comparing the borderline group and borderline regression approaches to setting Objective Structured Clinical Examination cut scores." Journal of Contemporary Medical Education 2 (2014), 8-12. doi:10.5455/jcme.20130921013523



MLA (The Modern Language Association) Style

Katharine Jane Reid, Agnes Dodds. "Comparing the borderline group and borderline regression approaches to setting Objective Structured Clinical Examination cut scores." Journal of Contemporary Medical Education 2.1 (2014), 8-12. Print. doi:10.5455/jcme.20130921013523



APA (American Psychological Association) Style

Katharine Jane Reid, Agnes Dodds (2014) Comparing the borderline group and borderline regression approaches to setting Objective Structured Clinical Examination cut scores. Journal of Contemporary Medical Education, 2 (1), 8-12. doi:10.5455/jcme.20130921013523





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