Setting standards for teaching evaluation data: An application of the contrasting groups method

Teaching and Learning in Medicine

Volumn 21, Issue 2, 2009, Pages 82-86

  Shea, Judy A ^a   Bellini, Lisa M ^a   McOwen, Katherine S ^a   Norcini, John J ^b  

^a UNIVERSITY OF PENNSYLVANIA   (United States)

^b Foundation for Advancement of International Medical Education and Research   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CONFIDENCE INTERVAL; EDUCATION; HUMAN; MEDICAL EDUCATION; MEDICAL SCHOOL; METHODOLOGY; PROFESSIONAL COMPETENCE; STANDARD; STATISTICS; TEACHING; UNITED STATES; PROCEDURES; STANDARDS;

CONFIDENCE INTERVALS; EDUCATION, MEDICAL, GRADUATE; EDUCATION, MEDICAL, UNDERGRADUATE; EDUCATIONAL MEASUREMENT; FACULTY, MEDICAL; HUMANS; PENNSYLVANIA; PROFESSIONAL COMPETENCE; SCHOOLS, MEDICAL; STATISTICS AS TOPIC; TEACHING; UNITED STATES;

EID: 70349888736     PISSN: 10401334     EISSN: None     Source Type: Journal    
DOI: 10.1080/10401330902791222     Document Type: Article

References (13)

1. Abrami PC, d'Apollonia S, Cohen PA. Validity of student ratings of in-struction: What we know and what we do not. Journal of Educational Psychology 1990;82:219-31.
2. Solomon DJ, Speer AJ, Rosebraugh CJ, DiPette DJ. The reliability of medical student ratings of clinical teaching. Evaluations & the Health Pro-fessions 1997;20:343-52.
3. Beckman TJ, Ghosh AK, Cook DA, Erwin PJ, Mandrekar JN. How reliable areassessmentsofclinicalteaching?: Areview of the published instruments. Journal of General and Internal Medicine 2004;19:971-7.
4. van der Hem-Stokroos H H, van der Vleuten CPM, Daelmans HEM, Haarman, HJThM, Scherpbier AJJA. Reliability of the clinical teaching effec-tiveness instrument. Medical Education 2005;39:904-10.
5. Green ME, Ellis CL, Fremont P, Batty H. Faculty evaluation in departments of family medicine: do our universities measure up? Medical Education 1998;32:597-606.
6. Stone S, Mazor K, Devaney-O'Neiil S, et al. Development and implementation of an objective structured teaching exercise (OSTE) to evaluate improvement in feedback skills following a faculty development workshop. Teaching and Learning in Medicine 2003;15:7-13.
7. Shea JA, Bellini LM. Evaluations of clinical faculty: The impact of level of learner and time of year. Teaching and Learning in Medicine 2002;14: 87-91.
8. Downing SM, Tekian A, Yudkowsky R. Procedures for establishing defensible absolute passing scores on performance examinations in health professions education. Teaching and Learning in Medicine 2006;18: 50-7.
9. Norcini JJ. Setting standards on educational tests. Medical Education 2003;37:464-9.
10. Beard JD. Setting standards for the assessment of operative competence. European Journal of Vascular and Endovascular Surgery 2005;30: 215-8.
11. Cusimano, MD, Rothman AI. Consistency of standards and stability of pass/fail decisions with examinee-based standard-setting meth-ods in a small-scale objective structured clinical examination. Academic Medicine 2004;79(Suppl):S25-7.
12. Wilkinson TJ, Newble DI, Frampton CM. Standard setting in an objective structured clinical examination: Use of global ratings of borderline performance to determine the passing score. Medical Education 2001;35: 1043-9.
13. Snell L, Tallett S, Haist S, et al. A review of the evaluation of clinical teaching: new perspectives and challenges. Medical Education 2000;34:862-70.