Objective structured practical examination in biochemistry: An experience in Medical College, Kolkata

Abstract

Background:Undergraduate medical examination is undergoing extensive re evaluation with new core educational objectives being defined. Consequently, new exam systems have also been designed to test the objectives. Objective structured practical examination (OSPE) is one of them.Objectives:To introduce OSPE as a method of assessment of practical skills and learning and to determine student satisfaction regarding the OSPE. Furthermore, to explore the faculty perception of OSPE as a learning and assessment tool.Materials and Methods:The first M.B.B.S students of 2011 12 batch of Medical College, Kolkata, were the subjects for the study. OSPE was organized and conducted on “Identification of Unknown Abnormal Constituents in Urine.” Coefficient of reliability of questions administered was done by calculating Cronbach's alpha. A questionnaire on various components of the OSPE was administered to get the feedback.Results:16 students failed to achieve an average of 50% or above in the assessment. However, 49 students on an average achieved >75%, 52 students achieved between 65% and 75%, and 29 students scored between 50% and 65%. Cronbach's alpha of the questions administered showed to be having high internal consistency with a score of 0.80. Ninety nine percent of students believed that OSPE helps them to improve and 81% felt that this type of assessment fits in as both learning and evaluation tools. Faculty feedback reflected that such assessment tested objectivity, measured practical skills better, and eliminated examiner bias to a greater extent.Conclusion:OSPE tests different desired components of competence better and eliminated examiner bias. Student feedback reflects that such assessment helps them to improve as it is effective both as teaching and evaluation tools.

Objective structured practical examination in experimental physiology increased satisfaction of medical students

“…Unlike TPE group, majority of students in TPE+OSPE and OSPE groups similar to other studies (5,7,16,21) felt that OSPE questions were more relevant, sufficient time was given to them, this assessment tool is more fair, helps to score better, less stressful and eliminates bias. These items were satisfactions criteria in feedback questionnaire.…”

“…Although, many options are available to achieve this purpose, the Objective Structured Practical Examination (OSPE) is a highly recommended method (2,(5)(6)(7)(8)(9). This assessment tool is derived from Objective Structured Clinical Examination (OSCE) by Harden and Gleeson and used for evaluation of basic sciences, preclinical and paraclinical students (6,10).…”

Objective Structured Practical Examination and Conventional Practical Examination: a Comparison of Scores

“…Many positive aspects of OSPE have been documented by various authors: OSPE tests the desired components of competence better and eliminates the examiner-bias prevalent in the CPE [10][11][12][13][14][15]. The examiner-bias in CPE scores is evident in this study too: Many students in India are not fluent in English, which is the medium of education, and therefore, even a knowledgeable student is often unable to reply satisfactorily to the examiner's queries.…”

Comparison of Two Practical Examination Techniques in Osteology for First-Year MBBS

“…The OSPE evaluates a range of competencies [7,8], measures practical psychomotor skills, eliminates subjectivity [7,9] and examiner bias [8,10], reduces total time for practical examination, enables uniformity in student assessment, decreases stress levels among students [11], has a wider discrimination index and high reliability [12] and helps students to grasp various components of competencies and also obtain feedback [11,13]. A Hyderabad-based study [14] has reported use of Computer-assisted OSPE (COSPE) in the subject of Anatomy, wherein, the OSPE questions were formulated using well-labelled specimens, animated and projected as a PowerPoint presentation on an LCD screen.…”