ABSTRACT
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.
ABSTRACT
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.
ABSTRACT
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.
ABSTRACT
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.