ABSTRACT
Background: Objective Structured Clinical Examination (OSCE) and Objective Structured Practical Examination (OSPE) are newer methods of performance assessment which take care of challenges of the traditional performance assessment methods. The purpose of study was to introduce OSPE in physiotherapy undergraduate practical examination. Methods: The study was conducted at Dr. D. Y. Patil College of Physiotherapy, Pune, for 37 students in the second year. Four OSPE stations were created for assessing students on their practical skills in the subject of kinesiotherapy. After the OSPE, feedback was taken from the students and examiners on the format of the exam. Results: 56% students felt that practical skills were tested better and 59.4% students reported that OSPE helped them to develop confidence over subject. 51.3% students felt that the OSPE should be the pattern of examination in the physiotherapy. 75% of examiners felt that OSPE tested objectivity and it is also easy to administer. Teacher recommended that OSPE should be introduced in the physiotherapy examinations. Discussion: This study showed that OSPE was well accepted by the students, and it is feasible to introduce OSPE in the physiotherapy examination.
ABSTRACT
Abstracts: Background: Objective Structured Clinical Examination (OSCE) and Objective Structured Practical Examination (OSPE) are newer methods of performance assessment which take care of challenges of the traditional performance assessment methods. The purpose of study was to introduce OSPE in physiotherapy undergraduate practical examination. Methods: The study was conducted at Dr. D. Y. Patil College of Physiotherapy, Pune, for 37 students in the second year. Four OSPE stations were created for assessing students on their practical skills in the subject of kinesiotherapy. After the OSPE, feedback was taken from the students and examiners on the format of the exam. Results: 56% students felt that practical skills were tested better and 59.4% students reported that OSPE helped them to develop confidence over subject. 51.3% students felt that the OSPE should be the pattern of examination in the physiotherapy. 75% of examiners felt that OSPE tested objectivity and it is also easy to administer. Teacher recommended that OSPE should be introduced in the physiotherapy examinations. Discussion: This study showed that OSPE was well accepted by the students, and it is feasible to introduce OSPE in the physiotherapy examination.
ABSTRACT
Abstracts: Introduction: The concept of Interprofessional Education (IPE) in Indian health sciences education is lacking. The purpose of this study was to find out the perception of faculty from different health sciences faculties regarding IPE. Methodology: A modified version of the Readiness for Interprofessional Learning Scale (RIPLS) was used to find out the faculty perception regarding IPE. Results: 118 teachers from medical, physiotherapy and nursing responded to the survey. Majority of them did not have any experience of IPE. Conclusion: Teachers agreed that IPE will prepare students for collaboration in healthcare teams, and felt that teaching as well as learning in interprofessional groups is possible. Faculty training in IPE is required.