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MEDICAL SCIENCE EDUCATOR
The Journal of the International Association of Medical Science Educators
Med Sci Educ 2012; 22(4S), 270-271
2012 POSTER AWARD
Assessment of an Adjusted vs. Fixed Pass Line
for Student Performance in a Medical School
Curriculum
Andreas Seyfang, Stanley J. Nazian, Samuel Saporta, Craig A. Doupnik,
William E. Johnson & Frazier T. Stevenson
University of South Florida, Morsani College of Medicine, Tampa, FL, USA
Starting in Fall 2011, USF Morsani College of
Medicine has implemented a new pass-fail grading
system using an adjusted pass line for the
assignment of grades in Year 1 basic science courses,
which incorporates the class mean and distribution
of exam grades (‘mean minus two standard
deviations’ pass line). This replaces the prior fixed
pass line of 70% correct answers. In recent reports,
improved psychological well-being (reduced stress
and anxiety) and decreased competitiveness,
combined with an environment that fosters
cooperative learning were discussed as major
factors and principal attractions in moving toward a
simple pass-fail grading system. 1,2 Here, we report
on resultant changes in class performance during
the academic year 2011-2012.
Student performance in each of the four courses of
Year 1 was evaluated based on 3-4 exams per
course. The adjusted pass line was calculated at the
end of each course as the percentage of class mean
of correct answers minus 2 standard deviations.
Students that scored below the pass line had to take
a comprehensive remediation exam for that course
within one week. For the remediation exams, the
fixed 70% correct answers pass line was used.
The adjusted pass lines for the four courses of Year 1
were 76%, 79%, 78% and 72%, respectively, based
on remarkably high and homogeneous mean class
performances (means of 87.4%, 88.1%, 87.3%, and
84.3%) combined with a small grade distribution
range (SDs of 5.7%, 4.7%, 4.9%, and 6.0%). Out of
Corresponding author: Andreas Seyfang, PhD, Department of
Molecular Medicine, University of South Florida Morsani College
of Medicine, 12901 Bruce B. Downs Blvd., MDC7, Tampa, FL
33612, USA. Tel: +1-813-974-2332, E-mail:
aseyfang@health.usf.edu
the 141 medical students total, 4, 2, 2 and 2
students, respectively, scored below the adjusted
‘mean – 2 SD’ pass line in Courses 1-4, and all
subsequently passed their remediation exams. For
comparison, if the fixed 70% pass line system would
have been implemented, these numbers would have
been 1, 0, 0 and 2 students falling below the pass
line in these courses (Table 1).
We conclude that an adjusted pass line for course
evaluation better responds to variability in class
performance between different courses. It also
allowed for earlier identification and remedial
intervention for students with lower performance,
in particular when combined with monitoring and
feedback of student competencies to ensure
discipline proficiency. 3
References
1. Dyrbye LN, Thomas MR, Shanafelt TD. Medical
Student Distress: Causes, Consequences, and
Proposed Solutions. Mayo Clin. Proc. 2005;
80:1613-1622.
2. Bloodgood RA, Short JG, Jackson JM,
Martindale JR. A Change to Pass/Fail Grading
in the First Two Years at One Medical School
Results in Improved Psychological Well-Being.
Acad. Med. 2009; 84(5):655-662.
3. Nazian SJ, Stevenson FT. Use of Competencies
to Insure Discipline Proficiency in an Integrated
Organ Based Curriculum. (15th Annual IAMSE
Meeting, St. Petersburg, FL) Med. Sci. Edu.
2011; 21(3S):302.
Keywords
Assessment
Medical Science Educator © IAMSE 2012 Volume 22(4S) 270