Setting school-level outcome standards
dc.contributor.author | Stern, David T. | en_US |
dc.contributor.author | Friedman Ben-David, Miriam | en_US |
dc.contributor.author | Norcini, John | en_US |
dc.contributor.author | Wojtczak, Andrzej | en_US |
dc.contributor.author | Schwarz, M. Roy | en_US |
dc.date.accessioned | 2010-06-01T18:21:47Z | |
dc.date.available | 2010-06-01T18:21:47Z | |
dc.date.issued | 2006-02 | en_US |
dc.identifier.citation | Stern, David T; Friedman Ben-David, Miriam; Norcini, John; Wojtczak, Andrzej; Schwarz, M Roy (2006). "Setting school-level outcome standards." Medical Education 40(2): 166-172. <http://hdl.handle.net/2027.42/71572> | en_US |
dc.identifier.issn | 0308-0110 | en_US |
dc.identifier.issn | 1365-2923 | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/71572 | |
dc.identifier.uri | http://www.ncbi.nlm.nih.gov/sites/entrez?cmd=retrieve&db=pubmed&list_uids=16451245&dopt=citation | en_US |
dc.description.abstract | To establish international standards for medical schools, an appropriate panel of experts must decide on performance standards. A pilot test of such standards was set in the context of a multidimensional (multiple-choice question examination, objective structured clinical examination, faculty observation) examination at 8 leading schools in China. Methods A group of 16 medical education leaders from a broad array of countries met over a 3-day period. These individuals considered competency domains, examination items, and the percentage of students who could fall below a cut-off score if the school was still to be considered as meeting competencies. This 2-step process started with a discussion of the borderline school and the relative difficulty of a borderline school in achieving acceptable standards in a given competency domain. Committee members then estimated the percentage of students falling below the standard that is tolerable at a borderline school and were allowed to revise their ratings after viewing pilot data. Results Tolerable failure rates ranged from 10% to 26% across competency domains and examination types. As with other standard-setting exercises, standard deviations from initial to final estimates of the tolerable failure rates fell, but the cut-off scores did not change significantly. Final, but not initial cut-off scores were correlated with student failure rates ( r = 0.59, P = 0.03). Discussion This paper describes a method to set school-level outcome standards at an international level based on prior established standard-setting methods. Further refinement of this process and validation using other examinations in other countries will be needed to achieve accurate international standards. | en_US |
dc.format.extent | 89834 bytes | |
dc.format.extent | 3109 bytes | |
dc.format.mimetype | application/pdf | |
dc.format.mimetype | text/plain | |
dc.publisher | Blackwell Science Ltd | en_US |
dc.rights | 2006 Blackwell Publishing Ltd | en_US |
dc.subject.other | Schools | en_US |
dc.subject.other | Medical/*Standards | en_US |
dc.subject.other | Education | en_US |
dc.subject.other | Medical | en_US |
dc.subject.other | Undergraduate/*Standards | en_US |
dc.subject.other | Educational Measurement/*Standards | en_US |
dc.subject.other | China | en_US |
dc.subject.other | Clinical Competence/*Standards | en_US |
dc.subject.other | Reference Standards | en_US |
dc.subject.other | International Co-operation | en_US |
dc.subject.other | Feasibility Studies | en_US |
dc.title | Setting school-level outcome standards | en_US |
dc.type | Article | en_US |
dc.subject.hlbsecondlevel | Education | en_US |
dc.subject.hlbsecondlevel | Medicine (General) | en_US |
dc.subject.hlbtoplevel | Health Sciences | en_US |
dc.subject.hlbtoplevel | Social Sciences | en_US |
dc.description.peerreviewed | Peer Reviewed | en_US |
dc.contributor.affiliationum | Departments of Internal Medicine and Medical Education, University of Michigan Medical School, Ann Arbor , Michigan, USA | en_US |
dc.contributor.affiliationum | Veterans Administration Ann Arbor Healthcare System, Ann Arbor, Michigan, USA | en_US |
dc.contributor.affiliationother | Tel Aviv University Sackler School of Medicine, Tel Aviv, Israel | en_US |
dc.contributor.affiliationother | Foundation for the Advancement of International Medical Education, Philadelphia, PA, USA | en_US |
dc.contributor.affiliationother | Institute for International Medical Education, White Plains, NY, USA | en_US |
dc.contributor.affiliationother | China Medical Board of New York, New York, New York, USA | en_US |
dc.identifier.pmid | 16451245 | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/71572/1/j.1365-2929.2005.02374.x.pdf | |
dc.identifier.doi | 10.1111/j.1365-2929.2005.02374.x | en_US |
dc.identifier.source | Medical Education | en_US |
dc.identifier.citedreference | Harden R, Crosby JR, Davis MH, Friedman Ben-David M. Outcome-based education from competency to meta competency. Med Teacher 1999; 21: 546 – 52. | en_US |
dc.identifier.citedreference | 2 Royal College of Physicians and Surgeons of Canada. CanMEDS Framework. http://rcpsc.medical.org/canmeds/index.php. [Accessed 20 December 2004.] | en_US |
dc.identifier.citedreference | 3 Core Committee Institute for International Medical Education. Global minimum essential requirement in medical education. Med Teacher 2002; 24: 130 – 5. | en_US |
dc.identifier.citedreference | 4 World Federation for Medical Education. WFME Global Standards for Quality Improvement in English. http://www.wfme.org/. [Accessed 3 June 2004.] | en_US |
dc.identifier.citedreference | Stern DT, Wojtczak A, Schwarz MR. The assessment of global minimum essential requirements in medical education. Med Teacher 2003; 25: 589 – 95. | en_US |
dc.identifier.citedreference | Stern DT, Friedman Ben-David M, Hodges B, De Champlain A, Wojtczak A, Schwarz MR. Ensuring global standards for medical graduates: a pilot study of international standard-setting. Med Teacher 2005; 27 ( 3 ): 207 – 13. | en_US |
dc.identifier.citedreference | Norcini JJ. Setting standards on educational tests. Med Educ 2003; 37: 464 – 9. | en_US |
dc.identifier.citedreference | Schwarz MR, Wojtczak A. Global minimum essential requirements: a road towards competence-oriented medical education. Med Teacher 2002; 24: 125 – 9. | en_US |
dc.owningcollname | Interdisciplinary and Peer-Reviewed |
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