Objective structured practical examination: As an assessment tool in newly introduced competency based anatomy curriculum

Abstract

Competency Based Medical Education (CBME) Curriculum has been introduced in India with the intent to move towards outcome based education. Competencies, specific learning objectives and preferred teaching learning methods are provided by Medical Council of India. Assessment tools suitable to CBME have been suggested to fulfil the essence of new curriculum. Objective Structured Practical Examination (OSPE) is one such valid, reliable and objective tool suggested in anatomy curriculum. OSPE was introduced to 200 students of new batch during routine formative assessment. The perception of faculty and students on the process, OSPE were obtained through validated questionnaire based on 5 point Likert’s scale. Testing skills with knowledge, objectivity and aligning with purpose of CBME were supportive features and need for practice, teacher fatigue were disapproving factors for this new assessment tool. Perseverance and practice would assist to develop OSPE as an ideal tool tailored to new curriculum. Hence OSPE is definitely a better assessment tool that is well accepted by both faculty and students.

Perception of first year MBBS students on objective structured practical examination as an assessment tool in biochemistry

“…25 The key factors determining the successful implementation of OSPE requires as an assessment tool would be meticulous planning, prior sensitization and briefing to the students before the examination, preparation of procedure/response stations in an appropriate ratio (matching the number of students). 26 Good rapport with colleagues and team efforts, systematic conduct with clear instructions, repetitions, and experience were significant aspects for the successful implementation of OSPE. 14 The limitation of this study was that more of faculty members could not be motivated for the OSPE procedure as it was a new technique and needs lot of planning and hard work, so feedback could not be properly taken from the faculty.…”