Objective structured practical examination as a formative assessment tool for IInd MBBS microbiology students

Mokkapati, Anuradha; Pavani, Gandham; Dass, Shailendra; Rao, M. Srinivas

doi:10.18203/2320-6012.ijrms20163324

Cited by 6 publications

(4 citation statements)

References 2 publications

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“…The majority of the faculty felt that OSPE was not time consuming, eliminated observer bias, and should be implemented on regular basis during all types of assessments, better assessment of practical skills, and also majority of the faculty agree that OPSE is a good learning method for students, as represented in (Table 7). The majority of the time following the examinations, students often complain that they have performed well in the practical examinations but they do not obtain their expected scores, irrelevant questions or differences in the level of questions asked to them simple to difficult: some students were asked basic questions and some were Alan [11], KL Bairy et al [12], and Mokkapati et al [13],…”

Section: Discussionmentioning

confidence: 99%

OSPE as an Assessment Tool for Medical Students

2024

J Chem Analyt Biochem

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Background: Recently, in the year 2019, the National Medical Commission (NMC) made it mandatory to implement objectively structured practical examination (OSPE) for pre- and para-clinical subjects. The OSPE is an assessment tool used during practical examinations for undergraduate medical students studying in phase I and phase II. Objectives: To compare the performance of the students by using OPSE and conventional practical examination methods using the scores obtained and to explore the student’s perceptions and faculty perceptions of objectively structured practical examination as an assessment tool to be used during regular practical examinations. Materials and Methods: The present study included phase I MBBS students in batch 2023-24 ofthe National Institute of Medical Sciences and Research, Jaipur. A total of 212 phase I MBBS students participated in the study after providing informed consent. Students were assessed using both conventional practical examination and objectively structured practical examination. Conventional practical examination was performed for abnormal urine analysis. In OSPE, we had kept five stations, two of which were observer type and three of which were responsive type time allotted was three minutes at each station. At the observer station psychomotor skills were assessed and in responsive station the cognitive skills were assessed. Each student had to attend 4 stations one observer station and 3 responsive stations. Both assessments were performed using a standardized checklist and the scores were subsequently marked. The scores were recorded out of 20 points. The mean scores obtained by the students were compared using Student’s t test and a p value <0.05 was considered to indicate statistical significance. The student’s perceptions and faculty perceptions about both conventional practical examinations and OSPE were assessed using a validated questionnaire in the Google Form link sent to the students in the Watts app group. Results: The frequency of distribution of students as per the scores obtained out of twenty marks revealed that out of 212 students in CPE 67 (31.6%) students had scores less than 50% and 145 (68.39%) students had scores greater than 50%. In OSPE method 29 (13.67%) Students had scored less than 50% and 183 (86.3%) students had scores greater than 50%. The mean scores for CPE were10.655 ± 3.477 and those for OSPE were 12.091 ± 2.55, the mean scores obtained by students were significantly greater for OSPE than for CPE (p<0.001). The vast majority of the students enjoyed OSPE because of the lack of teacher bias, nonpartiality, uniformity, decreased time consumption and student-centred and student friendly nature. The majority of the faculty felt that OSPE was not time consuming, eliminated observer bias, and should be implemented on a regular basis during all types of assessments and that they should better assess practical skills; moreover, the majority of the faculty agreed that OPSE is a good learning method for students. Conclusion: The present study showed that, compared with those on the CPE, the majority of the students on the OPSE had a greater than 50%, and there were significant differences in the mean scores obtained on the OSPE compared with those obtained on the conventional practical examination. The OSPE is a better tool for assessing students during practical examinations; it should be used regularly in all types of assessments. and it can also be used for learning purposes. Student and faculty perceptions of OSPE as a better assessment tool and learning tool were highly positive.

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Section: Discussionmentioning

confidence: 99%

OSPE as an Assessment Tool for Medical Students

2024

J Chem Analyt Biochem

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“…There was a statistically significant difference in the mean scores between the CPE and OSPE (P < 0.01). Studies done by Vijaya and Alan, 8 KL Bairy et al, 9 and Mokkapati et al 10 noted that OSPE to be a well organised, easy and less stressful examination covering and testing the appropriate knowledge than conventional examination.…”

Section: Discussionmentioning

confidence: 99%

OSPE in Biochemistry –A step towards implementation of competency based undergraduate curriculum

Anees

Harakuni²,

Kausar³

2021

IJCBR

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Competency based undergraduate curriculum stresses on objectivity, uniformity, validity and reliability of the assessment tools since assessment drives learning. Conventional Practical Examination (CPE) in Biochemistry is subjective and associated with examiner variability and raises concerns over its validity and reliability. Objective Structured Practical Examination(OSPE) addresses this problem as it includes objective testing through direct observation, assessment of knowledge, comprehension and skills.In this study the performance of 1 MBBS students in CPE & OSPE was compared & perception of students and faculty towards OSPE as Formative Assessment was evaluated. Study included total of 150 Phase 1 MBBS students of 2019-20 batch & faculty of Biochemistry were included. CPE and OSPE was conducted on topic “Estimation of Blood Glucose” and marks were awarded.OSPE was conducted with 2 procedure & 4 response stations. Statistical Analysis: Percentage graphs & Student’s’ test using MS Excel were used. There was statistically significant difference between the mean scores of CPE and OSPE (P < 0.01). Our study concludes that the scores of OSPE were better than that of CPE. OSPE eliminated examiner bias by integration of cognitive, psychomotor and affective domains. Therefore OSPE can be introduced as Formative Assessment & Summative Assessment.

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“…4 OSPE helps students to obtain feedback at the end of each session on their strengths and weaknesses. 9 This encourages and directs them for self-evaluation which finally leads to self-directed learning. Similarly, feedback should be taken from the students which helps the faculty to plan more systematically their integrated curriculum, integrated teaching schedule, and assessment methods.…”

Section: Introductionmentioning

confidence: 99%

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

Deori,

Bora,

Das

2024

Int J Res Med Sci

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Background: It is an undeniable fact that assessment drives learning. It is documented that traditional practical examination has several drawbacks. Further, the subjectivity also affects the correlation negatively between marks awarded by different examiners and therefore on the performance of an equivalent candidate. The objective of objective structured practical examination (OSPE) is to reduce the chances of examiner bias and assess the students’ skills. Aim was to introduce objective structured practical examination (OSPE) as a method of assessment of practical skills in Biochemistry and to determine the perception of students’ regarding OSPE. Methods: It is a qualitative, observational study conducted at Department of Biochemistry, Assam Medical College, Assam, India. The first Professional MBBS students were evaluated by using OSPE to assess their practical perspective in Biochemistry. A pre-validated questionnaire-based on a 5-point Likert scale and descriptive type on various components of the OSPE was administered to get the feedback. Statistical analysis used: Microsoft Excel and GraphPad Prism 8 software were applied. Results: Most of the students favoured OSPE as an assessment tool. About 82% of students agreed that OSPE helps to score better; 62.3% stated that OSPE eliminates bias in exams; 91.6% supported OSPE to be incorporated as a formative assessment. Conclusions: The study favours OSPE as a reliable assessment tool for practical examination in biochemistry. OSPE is more objective and eliminates examiner bias and helps to evaluate all three learning domains - cognitive, psychomotor and affective domains.

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Objective structured practical examination as a formative assessment tool for IInd MBBS microbiology students

Cited by 6 publications

References 2 publications

OSPE as an Assessment Tool for Medical Students

OSPE as an Assessment Tool for Medical Students

OSPE in Biochemistry –A step towards implementation of competency based undergraduate curriculum

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

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