Effectiveness of objective structured practical examination as a formative assessment tool as compared to traditional method for M. B. B. S students

Relwani, Nisha; Wadke, Rishikesh; Anjenaya, Seema; Sawardekar, Pradeep

doi:10.18203/2394-6040.ijcmph20164286

Cited by 7 publications

(7 citation statements)

References 4 publications

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“…In a study more than 70% students strongly OSCE is fairer than traditional method of examination and 90.5% students agreed that variability of examiners and patients can removed. 6 In the present study, 92% students agree that OSCE useful tool in overall assessment of the student, better form of assessment and learning, easy to pass and score better marks than traditional method of examination, less emotional stress in OSCE, when compared to viva voce. Study conducted by Relwani et al and Wani et al found students perception on OSCE that majority of the students were relaxed during OSCE.…”

Section: Discussionsupporting

confidence: 55%

“…Results found in the study conducted by Relwani et al and Trivedi et al shows that similar results and OSCE as an assessment tool and OSCE students have a chance of better performance. 6,7 In the study 80% of the students feel that traditional method of examination is more subjective type than OSCE examination. 88% of students feel that examiners biased can be reduced by OSCE.…”

Section: Discussionmentioning

confidence: 99%

“…Study conducted by Relwani et al and Wani et al found students perception on OSCE that majority of the students were relaxed during OSCE. 6,8 Results of studies shows OSCE is revalent as they assess cognitive, psychomotor and affective domains. 9,10 In this study only 32% participant's feels Viva voce should be continued in assessment process.…”

Section: Discussionmentioning

confidence: 99%

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Objective structured clinical examination for formative assessment of final year part-1 MBBS students

Chajhlana

Bhumi

Mahabhashyam

et al. 2017

Int J Community Med Public Health

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INTRODUCTIONThe aim of medical education is to develop overall medical student's clinical competency at all the levels. Students are assessed by theory type questions and practical examinations. Various methods of assessments in theory examinations are long answer questions, short answer questions and multiple choice questions where only cognitive domains of the students are assessed.Practical examinations play a major role in the overall assessment of the cognitive, affective as well as psychomotor domains of the individuals. It can be used in assessment of interpersonal skills, application of knowledge and attitude of the students.Traditional methods of assessment may have many lacuna or deficiencies. These may be due to subjectivity ABSTRACT Background: The aim of medical education is to develop overall medical student's clinical competency at all the levels. Practical examinations play a major role in the overall assessment of the cognitive, affective as well as psychomotor domains of the individuals. Different variability in clinical examination, student's variability, the examiner's variability and the patient's variability and the attitude towards disease may have effect on the assessment of the students. Objective structured clinical examination (OSCE) was designed to test the clinical competence by bed side while simultaneously improving objectivity and reliability. The objectives of the study were to assess the effectiveness of OSCE for assessment tool as compared to traditional method of assessment; to know the perception of students participated toward OSCE. Methods: Study was conducted among a batch of 25 students of VI th semester student posted in Department of Community medicine. After undergoing traditional method of examination, all the participating students underwent OSCE and the marks were recorded. Student's perception regarding OSCE was recorded using a questionnaire. Results: Marks scored by the students in OSCE were significantly higher than traditional practical examination. 92% students agree that OSCE useful tool in overall assessment of the student, better form of assessment & learning, easy to pass and score better marks than traditional method of examination. Conclusions: OSCE useful tool in overall assessment of the student, better form of assessment & learning, score better marks and has less emotional stress in OSCE, when compared to viva voce.

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Section: Discussionsupporting

confidence: 55%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Objective structured clinical examination for formative assessment of final year part-1 MBBS students

Chajhlana

Bhumi

Mahabhashyam

et al. 2017

Int J Community Med Public Health

View full text Add to dashboard Cite

show abstract

“…2 In this study, 84% students agreed that variability of examiner can be removed to a large extent by OSPE, this similarity was found in a study done by Relwani, where 90.5% students strongly agreed that examiner bias can be removed to a large extent by OSPE. 8 In the present study, 91% students agreed that OSPE is easier to pass and score better when compared to traditional practical method. In a study done by Shivani et al where 62.7% students agreed that OSPE is easier to pass and score better which is similar to present study.…”

Section: Discussionsupporting

confidence: 51%

“…In a study conducted by Relwani where more than 70% students strongly agreed that OSPE is fairer method which is similar to present study. 8 As shown in Table 3, 71% students opined that OSPE covers wide range of knowledge. Present finding was similar to study conducted by Wadde et al where 54.5% students agreed that OSPE covered a wide range of knowledge when compared to TPE.…”

Section: Discussionmentioning

confidence: 93%

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

Carolin

Devi

2019

Int J Community Med Public Health

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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.

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Comparison of Objective Structured Practical Examination (OSPE) Versus Conventional Pathology Practical Examination Methods Among the Second-Year Medical Students—a Cross-sectional Study

et al. 2020

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Effectiveness of objective structured practical examination as a formative assessment tool as compared to traditional method for M. B. B. S students

Cited by 7 publications

References 4 publications

Objective structured clinical examination for formative assessment of final year part-1 MBBS students

Objective structured clinical examination for formative assessment of final year part-1 MBBS students

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

Comparison of Objective Structured Practical Examination (OSPE) Versus Conventional Pathology Practical Examination Methods Among the Second-Year Medical Students—a Cross-sectional Study

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