&lt;p&gt;Objective Structured Practical Examination in Experimental Physiology Increased Satisfaction of Medical Students&lt;/p&gt;

Mard, Seyyed Ali; Ghafouri, Samireh

doi:10.2147/amep.s264120

Cited by 9 publications

(3 citation statements)

References 21 publications

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“…The notion that the student performed better during their second attempt in the OSPE is in line with previous studies stating that there is a strong positive correlation between students' performance on in-training examinations and their final OSCE result [12]. It is also in concordance with previous literature supporting the use of OSPE as a well-accepted assessment tool for practical competencies according to both students and examiners [13].…”

Section: Comparison With Previous Studiessupporting

confidence: 91%

Students’ performance of and perspective on an objective structured practical examination for the assessment of preclinical and practical skills in biomedical laboratory science students in Sweden: a 5-year longitudinal study

Hultgren¹,

Lindkvist²,

Curbo³

et al. 2023

J Educ Eval Health Prof

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Purpose: It aims to find students’ performance of and perspectives on an objective structured practical examination (OSPE) for assessment of laboratory and preclinical skills in biomedical laboratory science (BLS). It also aims to investigate the perception, acceptability, and usefulness of OSPE from the students’ and examiners’ point of view.Methods: This was a longitudinal study to implement an OSPE in BLS. The student group consisted of 198 BLS students enrolled in semester 4, 2015–2019 at Karolinska University Hospital Huddinge, Sweden. Fourteen teachers evaluated the performance by completing a checklist and global rating scales. A student survey questionnaire was administered to the participants to evaluate the student perspective. To assess quality, 4 independent observers were included to monitor the examiners.Results: Almost 50% of the students passed the initial OSPE. During the repeat OSPE, 73% of the students passed the OSPE. There was a statistically significant difference between the first and the second repeat OSPE (P<0.01) but not between the first and the third attempt (P=0.09). The student survey questionnaire was completed by 99 of the 198 students (50%) and only 63 students responded to the free-text questions (32%). According to these some stations were perceived as more difficult, albeit they considered the assessment to be valid. The observers found the assessment protocols and examiner’s instructions assured the objectivity of the examination.Conclusion: The introduction of an OSPE in the education of biomedical laboratory scientists was a reliable, and useful examination of practical skills.

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Section: Comparison With Previous Studiessupporting

confidence: 91%

Students’ performance of and perspective on an objective structured practical examination for the assessment of preclinical and practical skills in biomedical laboratory science students in Sweden: a 5-year longitudinal study

Hultgren¹,

Lindkvist²,

Curbo³

et al. 2023

J Educ Eval Health Prof

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“…It helps the students to identify their deficiencies and lacunae and promote active learning. 7 Use of objective structured stations was well perceived and accepted by students for pre and para clinical subjects, [8][9][10] but not by those in the final year MBBS. 11 As general medicine is an extensive subject, it is difficult for an undergraduate student to remember all aspects of diseases, and becomes more stressful.…”

Section: Discussionmentioning

confidence: 99%

Comparison of Outcomes of Clinical Teaching Station and Traditional Bedside Teaching among the Final Year Medical Students

Valapala¹,

Indugula²,

Vandana³

2022

JAPI

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Background: Teaching clinical skills is generally done by bedside teaching (BT). Clinical teaching stations (CTSs) are specially designed for the final year medics. Methods: The aim was to evaluate and compare the impact of CTS with BT on the final year medical undergraduates. Evaluation of the effectiveness of CTS among the participants was the primary objective with a % change in academic performance. A teaching program was conducted in two phases with each phase having two sessions, covering respiratory system (RS), gastrointestinal tract (GIT), cardiovascular system (CVS), and central nervous system (CNS). In the first phase, RS and GIT and in the second phase CVS and CNS were taught by TS and BT methods. Each session lasted for 2 weeks. Results: Thirty participants were grouped into two. The total mean ± SD score was 22.57 (±3.86) and 24.4 (±4.32) for BT and TS, respectively. Mean scores were higher in students who were taught by CTS but were statistically not significant (p>0.05) in both phases. There was no significant gender difference in the impact of the two teaching methodologies. The number of students who excelled was more with TS whereas, the scores were moderate with BT. All (100%) participants unanimously agreed that CTS is more effective and interactive and helped in better understanding of the subject. Conclusion: TS as a teaching tool is realistic with repeatable clinical scenarios and objective assessment. BT provides students with the required clinical skills, TS can enhance the knowledge and application. TS can be used as a supplementary tool along with BT.

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“…& H., 2018;Lertwilaiwittaya et al, 2019;R. M., 2019;Mard & Ghafouri, 2020;Narkhede et al, 2019) reveal that in previous studies, empirical material was collected on the competency of students regarding in-school performance such as objective structured clinical examination (OSCE) and/or objective structured practical examination (OSPE), and most of those researches were quantitative in nature. In essence, the aim of this study was to observe a real-life scenario where multiple actors were involved in students' achievement which created a value cocreation.…”

Section: Introductionmentioning

confidence: 99%

Experiences and Expectations of Health Sciences Students towards Licensing Examination: A Collective Case Study

Mohammed¹,

Beshir²

2023

ENAD

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This qualitative collective case study aimed to explore the perceptions and expectations towards relatively low performances in licensure exams among Health Sciences students at Harar Health Sciences College, from multiple perspectives. The study involved 15 participants, who were selected using purposive sampling, and data was collected through face-to-face one-on-one interviews using open-ended questionnaires and analyzed thematically. The study found that language barriers, poor reading habits, a lack of guidance and advisory services, a lack of study time, poor communication, and the absence of up-to-date learning materials were the major reasons for low performance in licensure examinations. The study recommends providing up-to-date materials, challenging assignments, focusing on professional courses from entry to the profession, and creating strong guidance, advisory, monitoring, and evaluation services to improve students' academic success. The study's findings highlight a knowledge gap and may serve as a basis for stakeholders to improve students' academic success. However, the study has limitations, such as its inability to generalize the findings to the source population, the absence of related published data, and the exclusion of other stakeholders such as parents and employers. The study recommends a mixed-method or follow-up study incorporating other stakeholders to yield better findings.

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<p>Objective Structured Practical Examination in Experimental Physiology Increased Satisfaction of Medical Students</p>

Cited by 9 publications

References 21 publications

Students’ performance of and perspective on an objective structured practical examination for the assessment of preclinical and practical skills in biomedical laboratory science students in Sweden: a 5-year longitudinal study

Students’ performance of and perspective on an objective structured practical examination for the assessment of preclinical and practical skills in biomedical laboratory science students in Sweden: a 5-year longitudinal study

Comparison of Outcomes of Clinical Teaching Station and Traditional Bedside Teaching among the Final Year Medical Students

Experiences and Expectations of Health Sciences Students towards Licensing Examination: A Collective Case Study

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