Students’ response to implementation of ‘OSPE’ as a tool for assessment of practical skills of undergraduates in the subject of anatomy

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.

Assessment of blood pressure measurement technique by objective structured practical examination in the 1st year MBBS students

Background: This topic has been chosen for educational research project, because as per newly introduced competency-based medical education, we have to introduce the new assessment method for practical examination that is objective structured practical examination (OSPE) in our institution. Hence, we will introduce it and we will assess the feasibility of OSPE. Aims and Objectives: This study aims to know the feasibility of OSPE for blood pressure measurement as an assessment tool in physiology and to obtain students and teachers feedback on OSPE to know its strengths and weaknesses. Materials and Methods: This is an observational study conducted in the month of February 2020 in the Department of Physiology at Shri Vasantrao Naik Government Medical College, Yavatmal. We assessed the 1st year medical students by OSPE for blood pressure measurement by palpatory and auscultatory method. After the OSPE, the perception of students and teachers regarding OSPE was taken in percentage form on 5-point Likert’s scale. Results: One hundred and sixty-one 1st year medical students participated in the study as the participation was voluntary. We observed the performance of the students for blood pressure measurement by OSPE for palpatory and auscultatory method and feedback for the same was taken from them on 5-point Likert’s scale. The majority of the students and faculty (90–95%) found that OSPE is a better method for practical assessment as compared to traditional practical methods. Conclusion: We conclude that OSPE for blood pressure measurement is a very useful method of assessment of practical skills in undergraduate training, as it gives feedback to the students and to the teachers and provides integration in teaching and evaluation.

Is objective structured practical examination a cutting-edge assessment tool over traditional practical examination to prepare future “Indian Medical Graduate?” A study from Department of Pathology at a Government Medical College in West Bengal

Background: With the continuous evolution of medical education, an appropriate assessment method is the need of the hour. Most unavoidable drawback of traditional practical examination (TPE) is its subjectivity, which can be overcome by newer methods such as objective Structured Practical Examination (OSPE). Hence, many studies have been conducted to reevaluate the efficiency of TPE and nowadays assessment of undergraduate students who are going to be Indian Medical Graduate (IMG) always remains the topic of debate. Aim and Objectives: The aim of our study is to compare OSPE and TPE by obtaining the feedback of examiner and examinee and also by the marks obtained by students. Materials and Methods: It was an analytical study with longitudinal design. The study was conducted after receiving approval from the Institutional Ethics Committee. Total 140 students were included in the study. In 2nd professional MBBS at third semester, two internal examinations were held in 2019, first one was TPE and the second one was based on OSPE. After the completion of OSPE, students’ and teachers’ opinion were collected by given pre-validated questionnaire. Results: There were significant (P =< 0.05) difference between mean score in OSPE (17.1) and TPE (14.26) among students. According to students, OSPE reduces examiner’s bias (84.2%), was less stressful than TPE (78.5%) and also fair and objective as compared to TPE (85%). According to teacher’s opinion, OSPE requires more time, demands critical thinking of students (77.7%), more objective and eliminates bias (94.4%), ensures uniformity (64.4%), but they opined that depth of knowledge cannot be assessed by OSPE (83.3%). Most of the students (93.5%) and teachers (77.7%) said that OSPE should be included in Pathology practical examination. Conclusion: In our study, both teachers and students have given feedback in favor of OSPE as an assessment tool in practical examination of undergraduate medical students. In our opinion, OSPE should be included as an assessment tool in 2nd year undergraduate pathology practical examination to prepare future IMG.

A Comparison between Objective Structured Practical Examination and Traditional Practical Examination as an Assessment Tool in Biochemistry

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.

Objective structured practical examination as a formative assessment tool compared to traditional method for third year M.B.B.S. community medicine students

Background: Assessment of students in medical colleges was done by traditional practical examination for evaluation of practical or clinical skills, which is subjective in nature and suffer from lack of objectivity. So a uniform system of clinical and practical evaluation of medical students is always desirable. An objective structured practical examination (OSPE) is one such method believed to meet the deficiencies of the conventional system of practical/clinical examination. This study is an attempt to evaluate the effectiveness of OSPE as a formative assessment tool compared to traditional methods for M.B.B.S. students.Methods: A cross sectional comparative study was carried out on 56 MBBS students in KAMSRC, Hyderabad, Telangana. Students of 3rd year M.B.B.S were subjected to traditional practical evaluation followed by OSPE. A eight station OSPE was conducted one week after the TPE. The scores obtained in both were compared. All the data collected was entered and analyzed with MS excel software 2007.Results: Average marks scored by the students in OSPE (17.78±2.69) were higher as compared to traditional practical examination (15.00±3.49) which was statistically significant. 74.4% of the students strongly agreed that OSPE is fairer in comparison to traditional practical examination. 90.5% students strongly agreed that variability of examiner and patient can be removed to a large extent by OSPE.Conclusions: Based on the observation, OSPE was found to be a more effective assessment tool than traditional method.

Video projected practical examination as an introduction to formative assessment tool for undergraduate examination in pathology

Background: Assessment of the medical students includes theory as well as practical assessment. Traditional practical examination in pathology which includes viva and spots is now increasingly being questioned because of their inherent lack of validity and reliability, time consumption, and human resource requirement. Therefore, a need was felt for another form of practical examination which can be used as formative assessment, and if found feasible, can be employed in summative assessment too. Aim: The aim of the study was to develop and implement a new method of video projected practical examination (VPPE) as a formative assessment tool for MBBS second professional students so as to improve their learning and academic performance in practical pathology and also to obtain students' perception regarding the effectiveness of VPPE. Methodology: The study was carried out with the MBBS second professional students before their end-of-semester examination in the Department of Pathology. In this new method, slide video projection was used as a formative assessment tool during practical examination. Students were randomly divided into two groups. Group I was subjected to VPPE, while simultaneously conventional practical examination was held for Group II. Assessment results of VPPE were compared with conventional practical examination. Faculty and students feedback was also taken at the end of the examination. Results: Mean marks of the students who undertook VPPE was higher than those who gave conventional practical examination. Majority (95.3%) of the students agreed that VPPE is better than conventional practical examination. Most of the faculty members also felt that it is a more valid and reliable assessment tool. Conclusions: Introducing VPPE as a formative assessment tool in practical pathology enhanced their learning and academic performance. Opinion of examiners and students also showed that VPPE has several advantages over conventional practical examination.

Propuesta de guía de observación para el ejercicio práctico estatal de la Licenciatura en enfermería / Proposal of guide of observation for the exercise practical State of the Bachelor's degree in Nursing

Introducción: el examen práctico estatal forma parte del proceso de fundamentar el título de licenciado en enfermería en muchas universidades, este debe evaluar la adquisición de las diferentes habilidades y actitudes en correspondencia con el diseño curricular en una forma homogénea. Objetivo: diseñar una guía de observación para el ejercicio de examen práctico estatal de la carrera de Licenciatura en enfermería. Métodos: se realizó una investigación educativa de desarrollo, entre enero y agosto del 2016 en la carrera de Licenciatura en Enfermería del Instituto Superior Politécnico "Sol Naciente" de Huambo, Angola. En la primera fase fue revisada la literatura, aplicado un instrumento de recolección de datos al currículo y aplicado la técnica de grupo focal, en la segunda fase fue construida la propuesta de guía de observación y en la tercera fase está fue valorada por especialistas. En la primera y tercera fase se utilizaron herramientas de estadística descriptiva. Resultados: la mayor parte de las asignaturas contribuyen a la formación asistencial seguida por la formación en ciencias básicas y naturales con 36,2 por ciento y 21,3 por ciento respectivamente. El instrumento elaborado verifica valores, actitudes y habilidades docentes-asistenciales-administrativas. Fue valorado el instrumento por los especialistas con la condición de excelente, para los aspectos de validez, confiabilidad e integralidad de esté con el 100 por ciento, 63,6 por ciento, 81,8 por ciento respectivamente. Conclusiones: el análisis de los resultados de la consulta a especialistas hace que se concluya que el instrumento elaborado es fácil de aplicar y permite evaluar con objetividad, validez y confiabilidad las competencias profesionales adquiridas(AU)

Introduction: The state practical exam is part of the process of founding a bachelor's degree in nursing in many universities, which must evaluate the acquisition of different skills and attitudes, in accordance with the curriculum design in a homogeneous way. Objective: Design an observation guide for the exercise of state practical examination of the Bachelor in Nursing. Methodical: Held an educational development research, between January and August of 2016, in degree in nursing of the Institute Superior Polytechnic Sol Nascente in Huambo, Angola. In the first phase, the literature was revised, a data collection instrument was applied to the curriculum and the focal group technique was applied. In the second phase the proposal for an observation guide was constructed and in the third phase it was evaluated by specialists. In the first and third phase, descriptive statistics tools were used. Results: Most of the subjects contribute to classroom training followed by training in basic and natural sciences with 36.2 percent and 21.3 percent respectively. The instrument checks drawn values, attitudes and teachers-care and administrative skills. It was the instrument valued by experts with excellent condition, for aspects of validity, reliability and integrity of this with 100 percent, 63.6 percent, 81.8 percent respectively. Conclusions: The analysis of the results of the consultation of specialists makes it possible to conclude that the instrument elaborated is easy to apply and allows to evaluate with objectivity, validity and reliability the acquired professional competences(AU)

Introducing Objective Structured Practical Examination In Physiotherapy.

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.

Introducing Objective Structured Practical Examination In Physiotherapy.

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.

Comparison between score recording in traditional method and indigenous technique during evaluation in viva voce.

Background: Viva voce which is integral part of practical examination plays important role in evaluation during practical examination in pharmacology. Existing traditional method has disadvantages of subjectivity, less accuracy, no documentary record of performance and is exhaustive for examiners. Methods: In this study we compared a newly designed code conversion technique with traditional method of viva voce evaluation on second MBBS Pharmacology students. Those appearing for pre-university examination in the department were observed for both the methods of evaluation. Results: It is observed that there were cases of overvaluation and undervaluation indicating subjectivity in traditional method evaluation while documentary recording and accuracy possible in code conversion technique. Conclusion: Thus code conversion technique has potential to replace traditional method evaluation as it minimizes all disadvantages of traditional method to make fair and more accurate assessment of students during viva voce part of practical examination. The only drawback of prolonged result complication time can well be adjusted at the university end.

Objective Structured Practical Examination vs. Traditional Clinical Examination in Human Physiology: Student’s perception.

Background: An integral part of a medical curriculum is an appropriate assessment of clinical competencies of the medical students. The Objective Structured Practical Examination (OSPE) can assess practical competencies in an appropriate, step-wise, methodical, objective and time-orientated manner with direct observation of the student’s performance during planned clinical test stations. Aims & Objective: The purpose of the study was to determine first year MBBS students’ perception of OSPE in comparison of their views of Traditional clinical examination (TCE) in Human Physiology. Material and Methods: A total of 50 first MBBS Students in Physiology were administered a questionnaire for quantitative as well as qualitative analysis. Quantitative analysis of students’ perception involved a 5 point Likert scale containing 5 broad themes as (1) Is OSPE a better stimulus to learning ? (2) Content of the OSPE (3) Is OSPE a reliable and fair examination? (4) Administration of OSPE, (5) OSPE vs. Traditional clinical exam with 23 questions and their opinion regarding both the assessment tools were noted for qualitative analysis. Results: Results showed a positive perception of the OSPE as a better stimulus to learning (58%) with satisfactory content of OSPE (72%) , OSPE being objective, fair and unbiased (54%), having effective administration (60%) and the OSPE being better than TCE (52%).They felt lack of fear of facing the examiner which relieved their anxiety for the examination. Conclusion: The students felt that the OSPE is an objective, unbiased and consistent method of examination. They could perform better compared to TCE as there was no fear of examiners.

An Assessment of the Effectiveness of Practical in Parasitology for Undergraduate Students Using the Results of Practical Examination / 医学教育

We assessed the effectiveness of practical instruction in parasitology for undergraduates at Jichi Medical School by examining grades on a practical examination. Two hundred six second-year medical students in 1997 and 1998 (103 students in each year) were enrolled in this study. The students took written and practical examinations at the end of the program. We found that grades on the practical examination were correlated with grades on the written examination (r=0.5664; p<0.001). The discrimination index ranged from 0.23 to 0.78. The percentage of correctly identified species was significantly higher when students studied live specimens than when they used other methods (p<0.0001 in both 1997 and 1998). The highest rates of correct identification (more than 90%) were for <I>Anisakis</I> species larvae and <I>Enterobius vermicularis</I> eggs in 1997 and for <I>Anisakis</I> species larvae, <I>E. vermicularis</I> eggs, and <I>Anopheles</I> mosquitoes in 1998. Results of neither written nor practical examinations differed significantly between students who chose biology at the entrance examination and those who did not. Our results suggest that undergraduates would gain a better understanding of parasitology by studying live specimens.