This document summarizes the results of an OSCE assessment of 195 medical students.
It found that using an "entrustment question" of whether examiners would allow students to examine family members identified more students as failing (10%) than using global rating scores alone (1%).
The authors conclude that assessments should use an entrustment question rather than just a global rating score to reduce "false positive pass scores." They also say the common cutoff of 50% for passing does not make sense and that assessments need near 100% certainty that a pass truly indicates competency.
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Education Law Conference Manchester - Monday 10 June 2019Browne Jacobson LLP
Designed to inform, challenge and enliven your perspectives, our packed agenda was designed to provide innovative ideas and fresh perspectives. With a headline session on the management of transgender children needs within a school setting, we aim to provide you with the advice and guidance that the sector currently lacks.
Other topics included:
learning from child death inquests
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Cheating in EMS Education - Slides for EMS World 2014Greg Friese
Slides I intended to present on November 11, 2014 at EMS World Expo. Due to severe weather in the upper midwest I was unable to fly to Nashville and present. The slides are provided to any attendees that may be interested in the content of this presentation.
Education Law Conference Manchester - Monday 10 June 2019Browne Jacobson LLP
Designed to inform, challenge and enliven your perspectives, our packed agenda was designed to provide innovative ideas and fresh perspectives. With a headline session on the management of transgender children needs within a school setting, we aim to provide you with the advice and guidance that the sector currently lacks.
Other topics included:
learning from child death inquests
good governance – so much more than compliance
managing difficult parents and their complaints.
Teacher Malpractice in Assessment: the International Context: Ofqual Ethics S...Ofqual Slideshare
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For more info talk to Enda Griffin, David Cunningham and José Silva. They are at C24 to update you on recent developments in clinical skills assessments. Regards Dr Thomas Kropmans
OSCE are well know to assess nursing skills however the paper trail is intense and error sensitive. A fully fledged OSCE management Information system is now available to plan, administer and evaluate nursing OSCEs. Keynote presentation on Monday the 23rd of November
Qsapple2015 back to the future electronic marking of objective structured cli...Dr Thomas Kropmans
Admission Interviews are labor intense but e-Multi Mini Interviews provide access to the best candidates while the selection are still ongoing. Quality Assurance of the interviews and instant feedback for candidates and interviewers within a split second.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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INMED 2019 Sharing Reliable & Valid OSCE Stations
1. Sharing reliable and valid OSCE stations so as to improve
cross-institutional assessment strategies:
Are we equipped for it?
Thomas JB Kropmans
Senior lecturer MIME, CMN&HS
3. Entrustment and beloved family in modular OSCE assessment
‘True’ decisions on Global Rating and Pass/Fail scores
using ‘red flags’
Rosemary Geoghegan1; Andrew Murphy1; Jose Jaferson Monteiro Silva2 .
Thomas Kropmans1,2;
1College of Medicine, Nursing & Health Sciences; School of Medicine, National University of Ireland Galway;
2 Qpercom Ltd Galway Ireland
4. Methods
• Penultimate year 4 OSCE in 2018, 15 stations n=195
• Primary Care/Mental Health & Women Child Health
• Blind scoring of
• Check list item score
• Global Rating Score
• Fail, Borderline, Pass, Good and Excellent
• Entrustment question: “would you allow this student to
examine one of your beloved family members?”
• G-coeff > 0.70 with an SEM = 4% (95% CI = 8%)
• Cut-off = 50% (UK and Ireland)
5. OSCE Results
Primary Care & Mental Health Women & Child Health
Item score
‘Fail’
Global Rating
‘Fail’
Item score
‘Fail’
Global Rating
‘Fail’
60 27 75 19
3% failed
overall
1% failed
overall
84 8 93 14
1% failed
overall
0% failed
overall
6. ‘Entrustment’ Results
Primary Care & Mental Health Women & Child Health
Item
score
‘Fail’
Global
Rating
‘Fail’
Item
score
‘Fail’
Global
Rating
‘Fail’
144 35 132 168 19 145
4% failed
overall
10% 1% failed
overall
9%
G-coeff > 0.70 with an SEM = 4% (95% CI = 8%)
Cut-off = 50% (UK and Ireland)
Total number of ‘educational decisions’ = 1358 PCMH/1544 WCH
7. Conclusion
• Add ‘entrustment question’ to station rather than
a ‘Global Rating Score’
• ‘If you are not allowed to examine my family, you
should not examine anybody’
• Add ‘95% CI to SEM’ rather than ‘SEM’ to rule out
‘doubtful decisions’ e.g. ’false positives pass
scores’
• ‘Be close to 100% sure that a Pass means a ‘real Pass’
and NOT a ‘false positive pass’
• Cut-score of 50% doesn’t make sense at all!!!
During last year’s EBMA we compared Quality Assurance data of 12 European Universities all using our in house developed OSCE Management Information system that is currently used within 25 Universities and Professional Bodies worldwide. Purpose are we equipped YES are we ready of sharing stations NO!
Default in our system is that examiners mark ‘blind’, they don’t need to (equivalent for ‘can’t) add on scores of ‘item score sheets’; the system is doing that for them. What they do need to do is at the end of each score sheet complete a ‘Global rating Score’ Fail, Borderline, Pass, Good or Excellent performance observed in that particular student. The biggest surprise, outcome last year was that the discrepancy between ‘students scoring below the cut-score’ and the ‘Global Rating Score’. Our University is not an exception 114 student failed on their ‘overall score’ in this penultimate OSCE whereas only 16 ‘Failed’ on the Global rating Score’.
We can look over the hedge of our neighbors in Europe, as we did last year. However, checking whether their grass is greener than ours we first need to clean up our own backyard. We therefore added an entrustment question to our penultimate OSCE score sheets. Apart from an ‘item score sheet’, and a ‘Global Rating Score’ we asked the examiner ‘Would you allow this student to examine one of your beloved family members?’ YES or NO, in case of NO a ‘red flag’ would appear in downloaded results sheets.
So, 4 OSCE to assess the clinical skills ‘learning outcome’ of two modules, 15 stations, 195 students and in previous years the G-coefficient of these OSCEs is > 0.70 with an SEM of 4 % (68% of the students has an ‘OBSERVED SCORE’ plus or minus 4%). The cut-off score in Ireland like in the UK is 50%! Remember 5 patients die and 5 survive and your still a good doctor!
Similar to what we presented last year we again see the discrepancy between the ‘blinded scores on the item score sheets’ and the ‘Global Rating Scores’. You would expect Irish examiners to be harsh, Celtic warriors looking for the best outcome!! What we find are ‘doves’; ‘peace angles’ being very mild to their students. Now what if the family gets involved?
This is where the real Irish examiner shows his through self! In ‘Primary care and Mental health 35 students ‘FAILED’ on the GRS whereas of 135 students they said ‘Don’t get near my family!’ and similar happened within the WCH module.
Thank you very much, the good news is that our presentation of last year is now drafted in a publication where 8 Universities opened up and co-authored this paper. I am not sure what will happen in our own backyard because the 50% is an Irish thing and I have no plans joining Irish politics. May I turned into that Celtic warrior? A Dutchman in an Irish skin, I reckon!