ABSTRACT
Introduction: The competency based medical curriculum implemented in 2019 stresses on assessment systems aligned to the teaching-learning process. Assessment drives the learning process, so assessment tools have to be objective, uniform, valid and reliable. Traditional practical examination is more subjective and prone to examiner bias and is suspect to its validity and reliability. OSPE has been advocated as a tool to be used in CBME as it possesses the requisite criteria of an ideal assessment tool. However OSPE is not widely used in our st country. Methods: In this study the performance of 1 MBBS students in traditional practical examination & OSPE was compared & perception of students towards it evaluated. 150 first MBBS students of 2020-21 batch were included. Assessment by traditional and OSPE was conducted on “Blood sugar Estimation”. OSPE was conducted with 2 observer & 3 response stations. Mean was calculated and analysed for statistical significance using MS Excel. A well-structured questionnaire was administered to the same students and a feedback was obtained about the process of OSPE. Results: There was statistically significant difference between the mean scores of traditional format and OSPE (P <0.001). Analysis of students' feedback showed that more students found OSPE better in terms of scoring, passing and catering to psychomotor domain evaluation. Anumber of students felt that OSPE was more useful and comfortable than the conventional pattern of examination. Most students did not find OSPE intimidating and opined that it should be kept as assessment method in internal and university examination. Interpretation & Conclusion: Our study observed OSPE scores to be better than traditional format. OSPE eliminated examiner bias by integration of cognitive, psychomotor and affective domains. Therefore we conclude that OSPE though time and labour intensive, should be introduced and adopted as an assessment tool.