Comparative study of evaluation techniques in physiology clinical practicals by objective structured practical examination verses traditional practical examination

Background: Objective structural practical examination assesses students by evaluating their knowledge, attitude, communication skills, interpersonal skills, ethical issues and professional judgement. Objectives were to compare the traditional practical clinical examination with objective structured practical examination. To establish the relation between the TCE and OSPE. To take the feedback from students about the study. Methods: This interventional longitudinal study was conducted on 100 first-year medical students. They were divided into 4 practical batches each consisting of about 25 students. In TCE each student performed a clinical skill, followed by viva voce on the RS. Assessment of each student were done on the bases of overall performance. In OSPE, students were provided an OSPE map and a written instruction list before the start of the examinations, and they move from one station to another following the audible ring by the timekeeper. Three observation station, six unobserved stations with questions relates to the procedural stations arrange in physiology practical laboratory. An examiner was provided with prevalidated checklist to mark according to the observed procedure. Results: Marks obtained during OSPE mean was 11.07 was more effective than marks obtained during TCE mean was 8.34. Most of students strongly agreed that OSPE was well structured, performance based, more objective as compared to TCE. Conclusions: OSPE is a good tool for practical assessment as compared to TCE to improve students’ learning process.

Evaluation and perception of MBBS first year students regarding early clinical exposure

Background: Evaluation and perception of MBBS first year students regarding early clinical exposure (ECE). The goals of ECE are to provide significance to basic sciences along with expansion of medical knowledge so as to establish the cognitive component of professional learning. Medical council of India has given new curriculum for MBBS for undergraduate medical education in which ECE is one of the reforms to improve quality of medical education. Methods: The study was conducted in the department of physiology, Peoples college of medical science and research centre Bhopal. The study duration was one year, 150 students of MBBS first year were included in study. All didactic lecture on systems was delivered mainly on respiratory physiology. It was vertically integrated with department of medicine and is followed by hospital visit. During hospital visit students was divided in 6 groups of 25. Clinicians was exposing the students to the relevant patients and discuss important symptoms and examination/findings on the patients. To assess whether the skills gained through ECE helped the students in the physiology classes of clinical examination, OSCE (Objectively structured clinical examination) was arranged before and after the intervention. Results: The post OSCE scores are better than pre OSCE scores. Perception of students toward ECE they have better understanding and retention of topic. Conclusions: ECE is a good tool for teaching and learning for first year MBBS.