Standard setting of objective structured practical examination by modified Angoff method: A pilot study.

Background.The undergraduate curriculum at our institution is divided system-wise into four blocks, each block ending with theory and objective structured practical examination (OSPE). The OSPE in Physiology consists of 12 stations, and a conventional minimum score to qualify is 50%. We aimed to incorporate standard setting using the modified Angoff method in OSPE to differentiate the competent from the non-competent student and to explore the possibility of introducing standard setting in Physiology OSPE at our institution. Methods. Experts rated the OSPE using the modified Angoff method to obtain the standard set cut-off in two of the four blocks. We assessed the OSPE marks of 110 first year medical students. Chi-square test was used to compare the number of students who scored less than standard set cut-off and conventional cut-off; correlation coefficient was used to assess the relation between OSPE and theory marks in both blocks. Feedback was obtained from the experts. Results. The standard set was 62% and 67% for blocks II and III, respectively. The use of standard set cut-off resulted in 16.3% (n=18) and 22.7% (n=25) students being declared unsuccessful in blocks II and III, respectively. Comparison between the number, who scored less than standard set and conventional cut-off was statistically significant (p=0.001). The correlation coefficient was 0.65 (p=0.003) and 0.52 (p<0.001) in blocks II and III, respectively. The experts welcomed the idea of standard setting. Conclusion. Standard setting helped in differentiating the competent from the non-competent student, indicating that standard setting enhances the quality of OSPE as an assessment tool. Natl Med J India 2016;29:160–2

Student and faculty perspectives on Laboratory Based Learning (LBL) sessions in Physiology.

Objective: To explore students’ and faculty members’ perspectives regarding LBL sessions-the gaps/pitfalls- to explore possibilities for improvement. Method: Two sets of questionnaires, one each for students and faculty members were developed and administered to the students of first year MBBS (n=113) and Faculty members of physiology department (n=13) of MMMC, Manipal. Both questionnaires had closed-ended questions (no negative statements) inviting responses in the form of Likert scale. Open-ended questions were included in the questionnaire distributed to faculty members. Quantitative analysis was done using SPSS version 16. Results: Students agreed to all items, with a median score of 4. Students’ responses clearly indicated that, in general, they were satisfied with conduction of LBL sessions in physiology, while, faculty members concurred with them with a median score of 4 for items other than student related and expressed that current LBL sessions were adequate for MBBS curriculum. Faculty members were of the opinion that students need to practice more in LBL sessions. They also suggested inclusion of additional teaching aids in LBL sessions. Conclusion: Majority of students and faculty members were satisfied with the content and methodology employed in the current laboratory based sessions in physiology. Some of the suggestions given by students and faculty members could be easily implemented for improving the process, while others require additional infrastructure and logistic support.

Integrated practical examination: a novel approach to evaluate undergraduate medical students in physiology practices.

Background: The development of a reliable and valid method to assess laboratory exercises in preclinical sciences is a challenging task. The use of different assessment methods helps assess various aspects of clinical competence. Integrated Practical Examination (IPE) was thus incorporated as an assessment tool in physiology at Melaka Manipal Medical College (Manipal Campus), India aiming to test a wide range of practical skills and to improve the validity of our practical examinations. Methods: Three batches of first year medical students were tested by IPE which included two components: objective structured practical examination (OSPE) and performance exercise (PE). Scores of each student of the study sample in PE and OSPE in the 4th block were analysed. Results and conclusion: Analysis of student scores in the examinations revealed that student performance in PE was better than that in OSPE for all three batches. The correlation coefficients between the marks on OSPE and PE were found to be poor for all three batches. There was a significant difference in the mean scores on OSPE for all three batches (P value=0.014). There was also a significant difference in the mean scores on PE for all three batches (P value=0.013). Analysis of student scores also exposed some of the deficiencies of PE and OSPE. Students have differing strengths and weaknesses and each component of IPE thus tests different aspects of knowledge, understanding and abilities.