Integrated Performance Assessment;

Abstract

Objectives: To assess first year MBBS students’ perceptions regardingIntegrated Performance Assessment and its relevance to clinical practice as compared withtraditional OSPEs. Study Design: Cross-sectional observational study. Setting: Al NafeesMedical College, Isra University, Islamabad. Period: Final week of First year MBBS students’professional exam held in November 2013. Methodology: Both interactive and static stationswere developed according to predetermined assessment blueprint. Clinical scenarioswere used as triggers followed by tasks relating to laboratory skills and or relevant physicalexamination on standardized subjects. Two to three tasks were given at each station. Checklistsfor standardized marking of observed stations were also developed. Feedback questionnairewas given to find out overall perception of students regarding this assessment process at theend of examination. The questionnaire comprised of 18 statements to be rated on 5-point Likertscale. Results: Almost all the students agreed that Integrated Performance Assessment wasbetter than traditional OSPEs. 73% of students agreed that stations were well organized and83.4% showed that the time duration for task completion was appropriate. 75% agreed thatstations reflected integration of various disciplines. 64 % were of the opinion that basic scienceknowledge was linked to clinical practice. 72.1% were of the opinion that it involved criticalthinking in clinical context. However, students suggested improving further in organizationand integration of stations. Conclusion: Students perceived IPA as a better tool of assessingapplication of basic science concepts and its clinical relevance in integrated curriculum format.