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Many standard setting methods have been developed to determine the cut off score in objective structured clinical exam (OSCE). Evaluators face the challenges of determining borderline group in applying these standard setting methods. Rating the students as borderline was a problematic decision. This study aimed to develop performance descriptors of the borderline students in order to enhance the objectivity of the standard setting methods in OSCE. We conducted a qualitative study to delineate a model for characteristics of borderline group in OSCE. The sample was the examiners who were experienced in the assessment of students in clinical skills. Semi-structured interviews were conducted and a thematic analysis was done. Examiners identified four main themes under which characteristics of borderline group could be listed. Three of them belong to different clinical examination domains, which are gathering patient information, examining patients, communicating with patients, and the fourth theme is considered as personal characteristics. Having said that the identification of borderline group is a subjective process, recognising their characteristics may be helpful in increasing objectivity of making decisions in OSCE, especially in evaluating critical areas like patient safety and communication skills.

Developing a Model for Identification of the Borderline Group in Objective Structured Clinical Exam