Medical students’ perception of the proposal for theme-based integrated multi-disciplinary objective structured practical examination in Saudi Arabia

Hassan, Mohammad Saleh; Yacoubi, Amel

doi:10.3352/jeehp.2016.13.15

Cited by 3 publications

(5 citation statements)

References 4 publications

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“…One type of clinical assessment which meets these criteria is a performance-based assessment. [3][4][5] The Observed Structured Practical Examination (OSPE) is a type of a performance-based assessment. OSPE is the modified version of the Objective Structured Clinical Examination (OSCE) used for the summative assessment of practical knowledge and skills.…”

Section: Introductionmentioning

confidence: 99%

Feedback of undergraduate nursing students about objective structured practical examination

Saed

Abbas²

2016

JNEP

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Background: An essential part of a nursing curriculum is an accurate clinical assessment of nursing students' skills. The objective structured practical examination (OSPE) is the modified version of the Objective Structured Clinical Examination (OSCE) used for a summative assessment of practical knowledge and skills in nursing education. Aim: The current study was undertaken to evaluate the performance and feedback of undergraduate nursing students about OSPE. Methods: A cross sectional study design was carried out on the students who participated in the OSPE, which was done at the Faculty of Nursing, Tanta University, Egypt. The study included students enrolled in fundamental, medical surgical, critical care nursing, obstetric, and pediatric nursing course. 100 students from each branch were asked to fill structured questionnaire after OSPE. Results: Overall there were no significant differences in the mean score of students' opinion in relation to the structure and format of examination, conduct of examination, and evaluation of examination compared with the four departments (pediatric, obstetric, fundamental, medical surgical and critical care nursing) (p = 1.000). Conclusions: Students in pediatric, obstetric, fundamental, medical surgical and critical care nursing departments preferred OSPE for evaluating clinical skills and perceived it as more organized, objective, structure, valid, and less anxious. Student's feedback was invaluable regarding need more time at each station. Also, students argued several suggestions for enhancing quality of OSPE in assessing process.

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Section: Introductionmentioning

confidence: 99%

Feedback of undergraduate nursing students about objective structured practical examination

Saed

Abbas²

2016

JNEP

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“…The measured reliability of the questionnaire was 0.989 which is excellent reliability and this result is consistent with a study conducted at Qassim College of Medicine, Kingdom of Saudi Arabia to assess the effectiveness of the Theme-Based Integrated OSPE, in which the exam reliability was 0.924. The high-reliability results from the Integrated OSPE reflect well-structured and highquality exams 11 . The current study revealed that the students were highly satisfied with the integrated OSPE regarding the four following factors: organization of the I-OSPE, preparation for the I-OSPE, quality of the I-OSPE and stations' quality and design.…”

Section: Discussionmentioning

confidence: 75%

“…Each station is written as a case scenario and after that, the students are requested to perform a specific practical task and answer a specific question related to the case. For that, there is integration between cognitive and psychomotor skills 11 . In addition to that, integrated OSPE is aligned also with vertical integration as in the same exam the student will be assessed on knowledge and skills of basic and clinical sciences 9 .…”

Section: Introductionmentioning

confidence: 99%

Assessing the Effectiveness of the Integrated OSPE in Undergraduate Medical Curriculum, Students’ Perception

Alsagheer

Ali²

2022

JEOH

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Introduction: Integrated OSPE is a multi-disciplinary practical exam where many disciplines are included. Each station is written as a case scenario after that the students are requested to perform a specific practical task and answer a specific question related to the case. Thereafter there is integration between cognitive and psychomotor skills. In addition to that also integrated OSPE is aligned also with the vertical integration as in the same exam, the student will be assessed on knowledge and skills of basic and clinical sciences. The current study assesses the effectiveness of the integrated OSPE from students’ perception in addition to psychometric analysis for the integrated OSPE satisfaction questionnaire was performed to ensure the trustworthiness of the data. Aim of the Study: To assess the second-and third-year medical students’ perception of integrated OSPE. Material and Methods: A descriptive study, cross-sectional study is utilized where a factor analysis of the inter-correlations of responses to 23 items reflecting the assessment of students’ perception towards Integrated OSPE for a sample of 293 medical students was carried out. The study was conducted at Fakeeh College for Medical Sciences, Jeddah, KSA. Instrument: 23 items self-administrated questionnaire was distributed to secondand third-year medical students. Results: Most of the students were satisfied with the integrated OSPE. The results revealed that the 23 items of the I-OSPE satisfaction survey resulted in four factors. Conclusion: Integrated OSPE is vital to be implemented and assessed especially in an integrated curriculum as the teaching strategies need to be aligned with the assessment methods. The current study shows high students satisfaction rate for the I-OSPE.

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“…Thereafter the multidisciplinary OSPE is applied in this module. The main advantage of applying the multidisciplinary OSPE is that medical students should have a holistic picture of the disease starting from the anatomy, physiology, and pathology of the affected organ to the clinical aspect [8].…”

Section: Discussionmentioning

confidence: 99%

“…The questions were in two parts, the first part was the identification of the labeled structure, and the second part was relating that structure to its function [5]. Such a way of design tests the basic science competency [8].…”

Section: Table 2: Ospe Final Stationsmentioning

confidence: 99%

Standard-Setting of Multidisciplinary Objective Structured Practical Examination

Zaki¹,

Ismail²

2022

Cureus

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The present work applies the standard-setting in the multidisciplinary Objective Structured Practical Examination (OSPE) of the MusculoSkeletal and Integument systems (MSK) module using Modified Ebel's method to differentiate the competent students from the non-competent ones. Materials and methodsOne hundred fifty-six students participated in the multidisciplinary OSPE. The MSK-OSPE consists of midmodule and final. According to the blueprint of the OSPE, the mid-module OSPE tested the knowledge and skills of the upper limb, and the final OSPE verified the knowledge and skills of the lower limb. Modified Ebel's method was used to identify the Minimum Pass Level (MPL) in each station and the whole exam accordingly. ResultsFifty-seven percent (57%) of the students passed both exams, while 25.6% did not pass the mid-module exam and 31.4% did not pass the final exam, 17.9% did not pass both exams and 25% did not pass one exam. The MPL for most of the stations in both exams using modified Ebel's method of the standard-setting was more than 50% which is the conventional pass mark. However, the MPL for stations 4, and 6 in the midmodule exam (ulna and arteries of the upper limb) and stations 7, 9, and 14 (muscles of the lower limb, anatomy of ankle joint, physiology of nerve) was < 50%. While the total pass mark of the mid-module OSPE was 66% and the pass mark for the final OSPE was 60% ConclusionThe minimal pass level (MPL) in mid module and final OSPE were 66% and 60% respectively which are more than the conventional cut off point (50%) that indicating that the standard-setting was effective in identifying poor performers who cannot be identified by the conventional method that led to enhance the quality of OSPE as an assessment tool. Moreover, students developed the skills to deal with standardized patients in clinical stations. However, some defects and areas of improvement were identified in some physiological and anatomical stations. The organizing committee recommended identifying the poor performers and conducting extra-tutorial sessions on the defective topics.

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Medical students’ perception of the proposal for theme-based integrated multi-disciplinary objective structured practical examination in Saudi Arabia

Cited by 3 publications

References 4 publications

Feedback of undergraduate nursing students about objective structured practical examination

Feedback of undergraduate nursing students about objective structured practical examination

Assessing the Effectiveness of the Integrated OSPE in Undergraduate Medical Curriculum, Students’ Perception

Standard-Setting of Multidisciplinary Objective Structured Practical Examination

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