{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,18]],"date-time":"2026-08-18T16:33:25Z","timestamp":1787070805632,"version":"build-2736575974"},"reference-count":28,"publisher":"Ovid Technologies (Wolters Kluwer Health)","issue":"1","license":[{"start":{"date-parts":[[2025,1,1]],"date-time":"2025-01-01T00:00:00Z","timestamp":1735689600000},"content-version":"unspecified","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0"}],"content-domain":{"domain":["lww.com","ovid.com"],"crossmark-restriction":true},"short-container-title":[],"published-print":{"date-parts":[[2025,1]]},"abstract":"<jats:sec>\n                    <jats:title>Background:<\/jats:title>\n                    <jats:p>Assessment drives candidates\u2019 learning and focuses on the main goals and objectives of the course. Over the years, determination of pass scores in medical education has evolved from the arbitrary 50% to the actual determination of the cut-off scores in the standard setting process in order to make a decision to pass\/fail candidates presenting for licensure or credentialing purposes.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Materials and Methods:<\/jats:title>\n                    <jats:p>The study aimed at assessing and comparing candidates\u2019 performance pre- and post-adoption of standard setting in the college. This was a comparative cross-sectional study with a time trend. Examination results of all candidates who registered and sat for examinations in the years 2016\u20132023 were included in the study. Secondary data from approved results of the various faculties from 2016 to 2023 were used. Data analysis was done using SPSS Version 26.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results:<\/jats:title>\n                    <jats:p>\n                      There was a statistically significant difference in the mean pass rates pre- and post-adoption of standard setting in the primary examinations (\n                      <jats:italic toggle=\"yes\">P<\/jats:italic>\n                      &lt; 0.001), Part I examinations (\n                      <jats:italic toggle=\"yes\">P<\/jats:italic>\n                      = 0.002) and Part II examinations (\n                      <jats:italic toggle=\"yes\">P<\/jats:italic>\n                      &lt; 0.001) with a higher mean pass rate post-adoption of standard setting.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion:<\/jats:title>\n                    <jats:p>The increased pass rates in the primary, Part I and Part II examinations post-adoption of standard setting may suggest improved examination performance. There is, however, the need to assess the acquired competencies and skills of the candidates post-certification. The significantly higher mean pass rates post-adoption of standard setting are consequent on improvement in the quality and robustness of items\/questions and of the examination processes, brought about by the training and retraining of faculty examiners which preceded the implementation.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.4103\/npmj.npmj_180_24","type":"journal-article","created":{"date-parts":[[2025,3,17]],"date-time":"2025-03-17T04:00:56Z","timestamp":1742184056000},"page":"25-30","update-policy":"https:\/\/doi.org\/10.1097\/lww.0000000000001000","source":"Crossref","is-referenced-by-count":0,"title":["Assessment of Candidates\u2019 Performance Pre- and Post-Adoption of Standard Setting in College Examinations between 2016 and 2023"],"prefix":"10.4103","volume":"32","author":[{"given":"Titilope Oyinlola","family":"Charles-Eromosele","sequence":"first","affiliation":[{"name":"Department of Training, Accreditation and Monitoring, National Postgraduate Medical College of Nigeria, Lagos, Nigeria"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Oyenike Oyeronke","family":"Ekekezie","sequence":"additional","affiliation":[{"name":"Department of Senate Governing Board Affairs, National Postgraduate Medical College of Nigeria, Lagos, Nigeria"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Patrick Ayodeji","family":"Akinyemi","sequence":"additional","affiliation":[{"name":"Department of Academic, National Postgraduate Medical College of Nigeria, Lagos, Nigeria"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Fatiu Abiola","family":"Arogundade","sequence":"additional","affiliation":[{"name":"Registrar\u2019s Office, National Postgraduate Medical College of Nigeria, Lagos, Nigeria"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"276","published-online":{"date-parts":[[2025,3,17]]},"reference":[{"key":"R1-20260423","first-page":"34.","article-title":"Standard setting in medical education: Fundamental concepts and emerging challenges","volume":"28","author":"Mortaz Hejri","year":"2014","journal-title":"Med J Islam Repub Iran"},{"key":"R3-20260423","doi-asserted-by":"crossref","first-page":"233","DOI":"10.1080\/02602938.2023.2206986","article-title":"How does assessment drive learning? A focus on students\u2019 development of evaluative judgement","volume":"49","author":"Fischer","year":"2023","journal-title":"Assess Eval Higher Educ"},{"key":"R7-20260423","doi-asserted-by":"crossref","first-page":"145","DOI":"10.3109\/01421598909146317","article-title":"What is normative versus criterion-referenced assessment","volume":"11","author":"Turnbull","year":"1989","journal-title":"Med Teach"},{"key":"R9-20260423","first-page":"164","article-title":"Comparison of two standard setting methods in a medical students MCQs exam in internal medicine","volume":"5","author":"Elfaki","year":"2015","journal-title":"Am J Med Med Sci"},{"key":"R10-20260423","doi-asserted-by":"crossref","first-page":"97","DOI":"10.3109\/0142159X.2013.853119","article-title":"How to set standards on performance-based examinations: AMEE guide no. 85","volume":"36","author":"McKinley","year":"2014","journal-title":"Med Teach"},{"key":"R11-20260423","doi-asserted-by":"crossref","first-page":"640","DOI":"10.1111\/eje.12851","article-title":"Are we passing the acceptable? Standard setting of theoretical proficiency tests for foreign-trained dentists","volume":"27","author":"Dalum","year":"2023","journal-title":"Eur J Dent Educ"},{"key":"R12-20260423","doi-asserted-by":"crossref","first-page":"686","DOI":"10.1111\/eje.12747","article-title":"Can borderline regression method be used to standard set OSCEs in small cohorts?","volume":"26","author":"Moreno-L\u00f3pez","year":"2022","journal-title":"Eur J Dent Educ"},{"key":"R13-20260423","doi-asserted-by":"crossref","first-page":"S75","DOI":"10.1080\/0142159X.2016.1254752","article-title":"Challenging the arbitrary cutoff score of 60%: Standard setting evidence from preclinical operative dentistry course","volume":"39","author":"Yousef","year":"2017","journal-title":"Med Teach"},{"key":"R14-20260423","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1177\/2382120520981992","article-title":"Comparing standard setting methods for objective structured clinical examinations in a Caribbean medical school","volume":"7","author":"Dwivedi","year":"2020","journal-title":"J Med Educ Curric Dev"},{"key":"R15-20260423","doi-asserted-by":"crossref","first-page":"1.","DOI":"10.1186\/s12909-015-0506-z","article-title":"How to set the bar in competency-based medical education: Standard setting after an objective structured clinical examination (OSCE)","volume":"16","author":"Dwyer","year":"2016","journal-title":"BMC Med Educ"},{"key":"R16-20260423","doi-asserted-by":"crossref","first-page":"15","DOI":"10.21315\/eimj2018.10.2.3","article-title":"Evaluation of two applied methods for standard setting in undergraduate medical programme at the faculty of medicine, Suez Canal University","volume":"10","author":"Kamal","year":"2018","journal-title":"Educ Med J"},{"key":"R20-20260423","doi-asserted-by":"crossref","first-page":"429","DOI":"10.1097\/00001888-199108000-00001","article-title":"Standard-setting plans for the NBME comprehensive part I and part II examinations","volume":"66","author":"Nungester","year":"1991","journal-title":"Acad Med"},{"key":"R22-20260423","first-page":"Doc43","article-title":"Overcome the 60% passing score and improve the quality of assessment","volume":"32","author":"Tekian","year":"2015","journal-title":"GMS Z Med Ausbild"},{"key":"R23-20260423","doi-asserted-by":"crossref","first-page":"612","DOI":"10.1111\/medu.13240","article-title":"Variation in passing standards for graduation-level knowledge items at UK medical schools","volume":"51","author":"Taylor","year":"2017","journal-title":"Med Educ"},{"key":"R24-20260423","doi-asserted-by":"crossref","first-page":"125","DOI":"10.5116\/ijme.560e.c964","article-title":"Variation in assessment and standard setting practices across UK undergraduate medicine and the need for a benchmark","volume":"6","author":"MacDougall","year":"2015","journal-title":"Int J Med Educ"},{"key":"R25-20260423","doi-asserted-by":"crossref","first-page":"S74","DOI":"10.1139\/apnm-2015-0522","article-title":"Standard-setting methodology: Establishing performance standards and setting cut-scores to assist score interpretation","volume":"41","author":"Zumbo","year":"2016","journal-title":"Appl Physiol Nutr Metab"},{"key":"R27-20260423","doi-asserted-by":"crossref","first-page":"57.","DOI":"10.3390\/jintelligence10030057","article-title":"Criterion-referenced assessment of intelligence as adaptation to the environment: Is it possible, plausible, or practical?","volume":"10","author":"Sternberg","year":"2022","journal-title":"J Intell"},{"key":"R29-20260423","first-page":"1","article-title":"Criterion-referenced and norm-referenced assessments: Compatibility and complementarity","volume":"41","author":"Lok","year":"2015","journal-title":"Assess Eval High Educ"},{"key":"R30-20260423","doi-asserted-by":"crossref","first-page":"1439","DOI":"10.1007\/s40670-022-01667-x","article-title":"OSCE standard setting: Three borderline group methods","volume":"32","author":"Smee","year":"2022","journal-title":"Med Sci Educ"},{"key":"R31-20260423","doi-asserted-by":"crossref","first-page":"134.","DOI":"10.1186\/s12909-016-0656-7","article-title":"Insights into the Angoff method: Results from a simulation study","volume":"16","author":"Shulruf","year":"2016","journal-title":"BMC Med Educ"},{"key":"R32-20260423","doi-asserted-by":"crossref","first-page":"1280","DOI":"10.5858\/arpa.2020-0624-OA","article-title":"Assessment question characteristics predict medical student performance in general pathology","volume":"145","author":"Hernandez","year":"2021","journal-title":"Arch Pathol Lab Med"},{"key":"R33-20260423","doi-asserted-by":"crossref","first-page":"856","DOI":"10.1097\/ACM.0000000000002087","article-title":"Pushing critical thinking skills with multiple-choice questions: Does bloom\u2019s taxonomy work?","volume":"93","author":"Zaidi","year":"2018","journal-title":"Acad Med"},{"key":"R35-20260423","doi-asserted-by":"crossref","first-page":"3.","DOI":"10.1186\/s40536-019-0071-8","article-title":"The standard setting process: Validating interpretations of stakeholders","volume":"7","author":"Kampa","year":"2019","journal-title":"Large-Scale Access Educ"},{"key":"R37-20260423","doi-asserted-by":"crossref","first-page":"200.","DOI":"10.15694\/mep.2018.0000200.1","article-title":"Competency-based standard setting for a high-stakes objective structured clinical examination (OSCE): Validity evidence","volume":"7","author":"Lee","year":"2018","journal-title":"MedEdPublish (2016)"},{"key":"R38-20260423","first-page":"103","article-title":"Comparison of outcome of students\u2019performance using the standard setting method with the absolute grading method in preclinical examination","volume":"29","author":"Pepple","year":"2014","journal-title":"Niger J Physiol Sci"},{"key":"R39-20260423","doi-asserted-by":"crossref","first-page":"171","DOI":"10.7196\/AJHPE.2017.v9i4.631","article-title":"Implementing the Angoff method of standard setting using postgraduate students: Practical and affordable in resource-limited settings","volume":"9","author":"Mubuuke","year":"2017","journal-title":"Afr J Health Prof Educ"},{"key":"R40-20260423","doi-asserted-by":"crossref","first-page":"201","DOI":"10.1023\/B:AHSE.0000038208.06099.9a","article-title":"Standard setting for OSCEs: Trial of borderline approach","volume":"9","author":"Kilminster","year":"2004","journal-title":"Adv Health Sci Educ Theory Pract"},{"key":"R41-20260423","doi-asserted-by":"crossref","first-page":"735","DOI":"10.1177\/0895904818802115","article-title":"Objective standard setting in educational assessment and decision making","volume":"34","author":"Sondergeld","year":"2020","journal-title":"Educ Policy"}],"container-title":["Nigerian Postgraduate Medical Journal"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/www.ovid.com\/10.4103\/npmj.npmj_180_24","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,8,18]],"date-time":"2026-08-18T15:36:55Z","timestamp":1787067415000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.ovid.com\/10.4103\/npmj.npmj_180_24"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2025,1]]},"references-count":28,"journal-issue":{"issue":"1","published-print":{"date-parts":[[2025]]}},"URL":"https:\/\/doi.org\/10.4103\/npmj.npmj_180_24","relation":{},"ISSN":["1117-1936","2468-6875"],"issn-type":[{"value":"1117-1936","type":"print"},{"value":"2468-6875","type":"electronic"}],"subject":[],"published":{"date-parts":[[2025,1]]},"assertion":[{"value":"2024-08-13","name":"received","label":"Received","group":{"name":"publication_history","label":"Publication History"}},{"value":"2025-01-03","name":"accepted","label":"Accepted","group":{"name":"publication_history","label":"Publication History"}}]}}