ABSTRACT
Abstracts: Background and Objectives: The use of OSPE (Objective Structured Practical Examination) for formative assessment has great potential as the learners can gain insight into the elements making up their competencies as well as ongoing feedback on personal strengths and weaknesses. The first year MBBS students are required to perform one hematology practical during university exams (Maharashtra University of Health Sciences). One of the important practical, Differential Leucocyte Count (DLC), was therefore chosen to introduce the OSPE pattern in hematology assessment and study its acceptability and feasibility. Methodology: The study was conducted in the Department of Physiology. 100 students were introduced to OSPE by a short lecture and a role play. Seven important steps (skills) of the DLC practical were assessed. Feedback from students was taken by a questionnaire and from faculty members and laboratory assistant by interview. Results: More than 90% of the students accepted OSPE in terms of learning the steps of the practical, clinical relevance and fairness in assessment. However, majority of students felt that the physical and mental effort needed was greater. The faculty commented favourably on the objectivity of assessment and potential to give feedback to learners and the support staff commented on greater workload and time needed for OSPE. Conclusion: Our study showed a high acceptability among students and faculty towards OSPE as a fair, objective and unbiased method of assessment compared to traditional method. The resources required, however, were greater. The study highlighted a need for continuous faculty development and increase in human resources to develop a comprehensive OSPE bank in future
ABSTRACT
Background and Objectives: Medical educators are facing the challenge to develop innovative creative material so as to engage the students in active learning, more so for basic sciences. In addition the innovations should help student learning, keeping time and manpower and economy constraints in mind. Overall objective of this study was to study and assess the role of MCQ supplementation in a didactic class in improving student learning. Methods: 136 First year MBBS students of a government medical college attending physiology classes were recruited for the study. Based on the university recognized syllabus the Specific learning objectives (SLOs) were randomly grouped into two categories, that is, SLOs for which didactic classes were to be supplemented with multiple choice questions (MCQs) and those SLOs for which didactic classes were to be taught without MCQ supplementation. Results: On subjecting individual student’s scores obtained in the two categories of MCQs to unpaired ‘t’ test the difference was found to be statistically significant, p = 0.025, t = 2.259. 95% CI. Conclusion: Reinforcement of Didactic class with MCQ supplementation is an effective learning tool which was well received by the participants.