Mahdavifard, H., Makarem, A., Gholami, H. (2018). Comparison of four methods in Passing Scores in Semiotics: An Objective Structured Clinical Examination for Medical Students of Mashhad University of Medical Sciences, Mashhad, Iran, 2015. Future of Medical Education Journal, (), -. doi: 10.22038/fmej.2018.26936.1174
Hamid Mahdavifard; Abbas Makarem; Hasan Gholami. "Comparison of four methods in Passing Scores in Semiotics: An Objective Structured Clinical Examination for Medical Students of Mashhad University of Medical Sciences, Mashhad, Iran, 2015". Future of Medical Education Journal, , , 2018, -. doi: 10.22038/fmej.2018.26936.1174
Mahdavifard, H., Makarem, A., Gholami, H. (2018). 'Comparison of four methods in Passing Scores in Semiotics: An Objective Structured Clinical Examination for Medical Students of Mashhad University of Medical Sciences, Mashhad, Iran, 2015', Future of Medical Education Journal, (), pp. -. doi: 10.22038/fmej.2018.26936.1174
Mahdavifard, H., Makarem, A., Gholami, H. Comparison of four methods in Passing Scores in Semiotics: An Objective Structured Clinical Examination for Medical Students of Mashhad University of Medical Sciences, Mashhad, Iran, 2015. Future of Medical Education Journal, 2018; (): -. doi: 10.22038/fmej.2018.26936.1174
Comparison of four methods in Passing Scores in Semiotics: An Objective Structured Clinical Examination for Medical Students of Mashhad University of Medical Sciences, Mashhad, Iran, 2015
Articles in Press, Accepted Manuscript , Available Online from 27 February 2018
Department of Medical Education, Mashhad University of Medical Sciences, Mashhad, Iran
Abstract
Background: Numerous exams are held at different levels to evaluate students’ practical knowledge. OSCE method is employed for the final assessment of medical students in Semiotics I in Mashhad University. The commonly used standard scoring method for this lesson is the fixed score method, which sometimes results in a discrepancy between educational management and the lecturers. Hence, the current study aims to compare 4 different methods of determining the passing score in the semiotics course and comparing the results with those of the fixed score method. Methodology: A 6-station OSCE was used to assess Semiotics I. In the current study, in order to determine a standard scale for scoring the students, two forms, Forms 1 and 2, and a checklist were completed for each student. Results: The cut-off established by the Cohen method was very close to that of the common method. There was no significant difference between the cut-off point determined by the Cohen method (11.73) and that of the common method (12). The other study methods, however, such as borderline regression and borderline-group methods proposed higher cut-off points . The Hofstee method cannot be used in the OSCE. Conclusion: It is recommended that the latter methods not be widely employed. In addition, it is suggested that different methods should be used to define a mean standard passing score because, according to the statistics, an accurate and efficient estimator with minimum variances accuracy should be employed to evaluate population parameters, and the mean estimator would benefit from such advantages.
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