Ekekezie Oyenike Oyeronke, Charles-Eromosele Titilope Oyinlola, Olatona Foluke Adenike, Aguwa Emmanuel Nwabueze
Department of Academic, National Postgraduate Medical College of Nigeria, University of Lagos, Lagos, Nigeria.
Department of Accreditation and Monitoring, National Postgraduate Medical College of Nigeria, University of Lagos, Lagos, Nigeria.
Niger Postgrad Med J. 2024 Oct 1;31(4):331-336. doi: 10.4103/npmj.npmj_132_24. Epub 2024 Dec 4.
The world over, there has been a paradigm shift in medical education from the traditional curriculum to Competency-Based Medical Education (CBME), of which the application of standard setting in assessments is an integral part. Standard setting is the process used to define an acceptable level of performance and to establish a pass score for the defined levels of performance in the competency domains assessed by an examination.
This study was designed to assess the opinions and experiences of key judges for implementation of standard setting and to outline its prospects from their perspective.
A descriptive cross-sectional study on the opinions, experiences and prospects for standard setting in the assessment of college examinations.
A total population survey of Faculty Officers for the year 2024.
Descriptive statistics using SPSS Version 27.
The use of an arbitrary 50% pass mark was not supported as 80% of the respondents felt it was neither just nor equitable; 84% opined that it will not correctly separate competent from incompetent candidates and 76% felt it was not defensible. Over 90% of the respondents supported the shift to standard setting, though 31% and 51%, respectively, believed that it was difficult to implement and strenuous. Training and retraining of faculty and examiners was advocated by 98% of the respondents.
Standard setting is more appropriate in determining true competence than using arbitrary pass scores. Training and retraining of faculty and examiners is required to improve understanding of the process and concepts.
在全球范围内，医学教育已从传统课程向基于能力的医学教育（CBME）发生了范式转变，其中评估中标准设定的应用是不可或缺的一部分。标准设定是用于定义可接受的表现水平并为考试所评估的能力领域中定义的表现水平确定及格分数的过程。
本研究旨在评估关键评判者对标准设定实施的意见和经验，并从他们的角度概述其前景。
一项关于大学考试评估中标准设定的意见、经验和前景的描述性横断面研究。
对2024年教员进行总体调查。
使用SPSS 27版进行描述性统计。
80%的受访者认为使用任意50%的及格分数既不公平也不合理，因此不支持这种做法；84%的人认为它无法正确区分合格与不合格的考生，76%的人认为它站不住脚。超过90%的受访者支持转向标准设定，不过分别有31%和51%的人认为实施困难且费力。98%的受访者主张对教员和考官进行培训和再培训。
与使用任意及格分数相比，标准设定在确定真正的能力方面更合适。需要对教员和考官进行培训和再培训，以增进对该过程和概念的理解。
