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Background: Objective structured practical examination (OSPE) is becoming popular as an assessment tool among pre and paraclinical departments. Checklist being the important component of OSPE, which can set out skills, attitudes, strategies, and offers ways to systematically organize information that student needs to learn. Traditional demonstration (TD) with its own drawback makes us to look for newer teaching method of objective learning, which checklist of OSPE can serve. Hence, we intend to know whether the checklist of OSPE can be used as a tool for teaching practical physiology. Aims and Objectives: The aim of the study was to compare effectiveness of using checklist of OSPE and TD in teaching practical physiology and to evaluate the perception of students and faculty regarding checklist of OSPE as teaching tool. Materials and Methods: Sixty First MBBS students were sensitized to both checklist of OSPE and TD for six physiology practical sessions in two groups. Crossover was done between the groups for checklist of OSPE and TD. Marks obtained in OSPE were compared. Feedback was given to students about their performance after their OSPE assessment. Student’s and faculty’s perception on use of checklist of OSPE as teaching tool were obtained using questionnaires. Results: The mean marks scored in OSPE were compared using unpaired t-test. The total mean scores following the sensitization with checklist of OSPE were 53.36 ± 4.78 and with TD were 47.01 ± 5.52 and P value < 0.001, which was highly significant. The students and faculty felt that checklist of OSPE pattern was more objective, helped to learn clinical skills and knowledge better. Conclusions: Checklist of OSPE is a better tool to teach practical and clinical skills in physiology as it is more reliable, objective, and also helps to self-assess different aspects of knowledge.
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Nursing is one of the professions which require knowledge along with clinical competence to provide high quality nursing care. Objective Structured Clinical Examination (OSCE) and Objective Strucured Practical Examination (OSPE) methods of evaluation have emerged as an alternative to traditional evaluation methods for the skills assessment. This study was planned to train nursing faculties on OSCE and evaluate its effectiveness. The primary objective of the for nursing faculties on knowledge regarding OSCE. A one group pretest-posttest design with a quantitative research approach was used. Convenient sampling method was used include 27 faculties from all the available colleges of Nursing in NCT of Delhi. A structured 15-item questionnaire with multiple choice questions, each comprising four responses with one correct response was used to evaluate the knowledge of the participants regarding OSCE. The twoday training programme comprised the theory sessions and demonstration of OSCE stations ties. The study suggests that there is a need to develop a structured training programme and conduct training for faculties across the country to bring in uniformity in implementation of OSCE method of evaluation in colleges.
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Introduction: For evaluating the practical knowledge of the students, objective structured practical examination (OSPE) has been used as a tool several times. The assessment of the student’s potential in different ways is a part of medical education. The practical examination is a typical method of assessment of practical and clinical skills but it lacks an assessment of the psychomotor and communication skills of the student. OSPE formats address these lacunae of the current system. However, it is necessary to assess the OSPE from a student’s perspective. The current study is designed to obtain the student’s opinion regarding OSPE as a tool of assessment in practical examinations. Aims and Objectives: To determine the opinion of students about OSPE as a tool among1st -year medical undergraduates to assess the teaching-learning process in anatomy. Materials and Methods: 150 first-year undergraduates of competency-based medical education (CBME) batch of 2019–20 from the Department of Anatomy of MGM Medical College, Aurangabad, India were chosen for assessing practical skills. A structured questionnaire was designed and distributed among them to collect the required data to assess students’ evaluation of the OSPE. Results and Observations: A total of 150 questionnaires were filled by students with a 90% response rate. The majority of the students favored the inclusion of OSPEas as an assessment tool in the final examinations. Conclusion: The study reveals that the majority of the students (68%) have found OSPE as an acceptable tool. The OSPE is reliable for formative as well as a summative assessment for undergraduate medical students.
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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.
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Background & Objectives: Objective structured practical examination (OSPE) is a good tool to assess skill competency. The objectives of the study was to compare the score of marks obtained by Conventional method of assessment (CPE) with OSPE for assessing skill competency to perform Gram and Zeihl- Neelsen stain and to know the students’ and teachers’ perception about OSPE. Methods: Ninety two MBBS students were included in the study as ‘OSPE’ and ‘CPE’ groups (46+46). The two groups were assessed for their skill competency to perform Gram and Zeihl- Neelsen stain using OSPE and CPE methods respectively. Teachers’ perception was analysed for both the assessment methods with respect to objectivity, reliability, validity, feasibility etc. Feedback was taken from students too. Results: The difference of marks score by OSPE and CPE was found to be extremely statistically significant. The perception (students’ & teachers’ ) assessment reflected the acceptability of the method among students and teachers. Interpretation & Conclusion: OSPE is a tool which would help increase the objectivity while assessing skills in Microbiology and needs to be evaluated further so as to enable teachers to use this valuable tool alone or in combination with CPE.[Namrata K NJIRM 2016; 7(5):87-91]
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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.
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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.
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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
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Background: 1. To evaluate the attitudes of undergraduate medical students towards objectively structured practical examination (OSPE) component of Pharmacology practical examination. 2. To investigate any gender differences and any influence of medium of instruction in school on these attitudes. Methods: The scores of 40 undergraduate medical students were analysed at S R T R Government Medical College, Ambajogai, Maharashtra, India. A Likert scale containing 9 items was used to assess the attitudes of students towards OSPE in Pharmacology. Student perspectives regarding the OSPE were obtained by asking them to respond to a questionnaire. Results: The study revealed that the OSPE was an acceptable tool in Pharmacology practical examination. The overall mean attitude score was 3.99. The response of male students towards OSPE (4.2) was more favourable as compared to that of female students (3.9) Students strongly agreed that OPSE covers wide range of skills and it is a good form of examination and learning experience. Majority of students were in favour of continuing OSPE as a method for examination in Pharmacology. Conclusions: OSPE was found to be a valuable tool to check the depth of understanding of undergraduate students. OSPE can be used as an index of the learning attitude of students. The present study is a small step in a direction of changing the traditional patterns of practical examination to a more objective and reliable way of evaluation in Pharmacology. It will help in modifying teaching-learning strategies so that both, the teachers as well as the students can gain maximum advantage.
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Introduction: An integral part of a medical curriculum is an appropriate assessment of the students’ clinical competencies since assessment drives learning. A need of a more competence based assessment method led to introduction of Objective Structured Practical Examination (OSPE) which assesses the ‘shows how’ level of the Miller’s pyramid of clinical competence as Traditional Clinical Examination (TCE) focuses on the “knows” and “knows how” aspects .The present study focuses on the experience of OSPE in term of the reliability and validity in comparison with traditional assessment method. Methodology: After the institutional ethical committee approval, a pilot study for comparing TCE with OSPE was conducted with a batch of 50 first MBBS students at K.J.Somaiya medical college in the department of Physiology for 4 consecutive days. Three examiners with teaching experience of 35, 6 and 1 year respectively conducted TCE followed by OSPE which had 10 stations assessing cognitive, psychomotor and affective domain for the same batch of 25 students in each. Results: OSPE had a good face validity and content validly as compared to TCE. Predictive validity using Pearson’s correlation with the final year –end examination for TCE was 0.45 while for OSPE was 0.78 and reliability measured by internal consistency using Cronbach’s alpha for TCE was 0.66 and for OSPE was 0.73 . The inter-station reliability measured affective and psychomotor domain in OSPE was 0.279 and 0.4 respectively while that for cognitive domain was 0.963. Conclusion: OSPE is a reliable and valid assessment tool provided it is more comprehensive and standardized. However it needs to be incorporated with traditional assessment for an overall evaluation of student’s performance.