scholarly journals Comparison of Passing Scores Determined by The Angoff Method in Different Item Samples

2020 ◽  
pp. 80-97
Author(s):  
Hakan KARA ◽  
Sevda ÇETİN
Keyword(s):  
Angoff Method ◽  
Passing Scores

Standard Setting of Competency in Mastoidectomy for the Cross-Institutional Mastoidectomy Assessment Tool

2019 ◽  
Vol 129 (4) ◽  
pp. 340-346
Author(s):  
Thomas Kerwin ◽  
Gregory Wiet ◽  
Brad Hittle ◽  
Don Stredney ◽  
Paul De Boeck ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Performance Standards ◽  
Skill Levels ◽  
Angoff Method ◽  
Survey Item ◽  
Consensus Score ◽  
Competency Based ◽  
The Cross ◽  
The Difference ◽  
Passing Scores

Objective: Competency-based surgical training involves progressive autonomy given to the trainee. This requires systematic and evidence-based assessment with well-defined standards of proficiency. The objective of this study is to develop standards for the cross-institutional mastoidectomy assessment tool to inform decisions regarding whether a resident demonstrates sufficient skill to perform a mastoidectomy with or without supervision. Methods: A panel of fellowship-trained content experts in mastoidectomy was surveyed in relation to the 16 items of the assessment tool to determine the skills needed for supervised and unsupervised surgery. We examined the consensus score to investigate the degree of agreement among respondents for each survey item as well as additional analyses to determine whether the reported skill level required for each survey item was significantly different for the supervised versus unsupervised level. Results: Ten panelists representing different US training programs responded. There was considerable consensus on cut-off scores for each item and trainee level between panelists, with moderate (0.62) to very high (0.95) consensus scores depending on assessment item. Further analyses demonstrated that the difference between supervised and unsupervised skill levels was significantly meaningful for all items. Finally, minimum-passing scores for each item was established. Conclusion: We defined performance standards for the cross-institutional mastoidectomy assessment tool using the Angoff method. These cut-off scores that can be used to determine when trainees can progress from performance under supervision to performance without supervision. This can be used to guide training in a competency-based training curriculum.

Susceptibility of Angoff Method to Judgmental Errors: A Laboratory Experiment

2006 ◽  
Author(s):  
Daren S. Protolipac ◽  
Lisa Finkelstein ◽  
John Kulas
Keyword(s):  
Laboratory Experiment ◽  
Angoff Method

scholarly journals The impact of using virtual patients in preclinical pharmacology teaching

2020 ◽  
Vol 44 (3) ◽  
pp. 363-369
Author(s):  
Persoulla A. Nicolaou ◽  
Mamoun El Saifi
Keyword(s):  
Student Satisfaction ◽  
Knowledge Integration ◽  
Traditional Teaching ◽  
Virtual Patients ◽  
Angoff Method ◽  
Passive Learning ◽  
Preclinical Pharmacology ◽  
Potential Benefits ◽  
Consistent Information ◽  
The Impact

To reduce medication errors, medical educators must nurture the early development of rational and safe prescribing. Teaching pharmacology is challenging because it requires knowledge integration across disciplines, including physiology and pathology. Traditionally, pharmacology has been taught using lecture-based learning, which conveys consistent information but may promote passive learning. Virtual patients (VPs) have been used more recently to promote active learning, mainly in clinical years. Conversely, the use of VPs in preclinical disciplines, including pharmacology, is not well described. The objective was to investigate the potential benefits of combining traditional teaching with VPs in preclinical pharmacology teaching. All year 3 medical students (2 cohorts), enrolled in the Systematic Pharmacology I course (lectures: 3 h weekly; tutorial: 1 h weekly), were invited to participate in this naturalistic, prospective study. During tutorials, students were taught using case-based discussion and single-best-answer questions (control) in four tutorials and VPs (experimental) in the remaining six tutorials. The impact of VPs was assessed by 1) performance in written examinations, and 2) student satisfaction/perceptions, using a validated, modified questionnaire. Examination performance related to teaching in VP-based tutorials was significantly improved, compared with traditional tutorials. The level of difficulty of control and experimental assessment items was comparable, as determined by the Angoff method. Facilitation of learning was higher in VP tutorials, while a no-harm effect was noted on knowledge acquisition/maintenance, authenticity of learning, and disadvantages of learning. VPs may be effectively integrated in preclinical pharmacology teaching, with benefits on pharmacological knowledge and facilitation of learning.

A COMPARATIVE STUDY OF TWO STANDARD-SETTING TECHNIQUES

2007 ◽  
Vol 35 (4) ◽  
pp. 479-486 ◽  
Author(s):  
Abdalla A. Alsmadi
Keyword(s):  
Comparative Study ◽  
Strong Evidence ◽  
Standard Setting ◽  
Introductory Psychology ◽  
Angoff Method ◽  
Significant Difference ◽  
Passing Score

This study compares the Angoff method (1971) for setting standards with the Ebel method (1972), using a test in introductory psychology. Although results showed a significant difference in the minimum passing score obtained through these methods, results also showed strong evidence of agreement between both methods about the number of students classified as pass/fail. The Angoff method tended to be more stringent and produce a higher minimum passing score than the Ebel method.

scholarly journals Teaching Helping Babies Breathe via Telehealth: A New Application in Rural Guatemala

2019 ◽  
Vol 4 (3) ◽  
pp. 1-6
Author(s):  
Caitlin Jones-Bamman ◽  
Susan Niermeyer ◽  
Kelly McConnell ◽  
John F. Thomas ◽  
Christina Olson
Keyword(s):  
Nursing Students ◽  
Neonatal Resuscitation ◽  
Cost Effective ◽  
Helping Babies Breathe ◽  
Life Saving ◽  
Percent Improvement ◽  
Hands On ◽  
Post Test ◽  
Course Material ◽  
Passing Scores

Background: Helping Babies Breathe (HBB) is a neonatal resuscitation curriculum that teaches life-saving interventions utilized in the first minutes after birth, reducing morbidity and mortality. Traditionally, it requires in-person facilitators for didactic and hands-on training. Objectives: The aim of this study was to offer HBB to nurses and nursing students in Guatemala, with the lead facilitator presenting concepts via telehealth and in-person facilitators providing hands-on demonstration. Methods: Learners completed pre- and post-tests that included the standard HBB knowledge check, as well as an assessment of the course teaching model. Learners also completed the standard Objective Structured Clinical Evaluations (OSCEs). Results: Eighteen learners were included in the analysis. All but one learner (94%) passed the course, and the average percent improvement from the pre- to post-test was 12%. All learners achieved passing scores on the OSCEs. Learners responded positively to questions regarding the technology, connection with the instructor, and ability to ask questions. Ninety-four percent of the learners agreed with the statement “this lecture was as good via telehealth as in person.” A cost analysis demonstrated approximately USD 3,979.00 in savings using telehealth compared to a standard in-person course. Conclusions: The telehealth model was successful in delivering course material to the learners and was well received. This model represents a cost-effective way to improve access to HBB. This study may not be generalizable to other populations, and the ability to use telehealth requires reliable internet connectivity, which may not be available in all settings. Further study and expansion of this pilot are needed to assess success in other settings.

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