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

Katharine Jane Reid, Agnes Dodds

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J Contemp Med Edu. 2014; 2(1): 8-12

doi: 10.5455/jcme.20130921013523

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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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: February 17, 2019]. 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 February 17, 2019]; 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

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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