Objective structured practical examination (OSPE) as a tool in formative assessment of II MBBS students, in pathology

Rao, Devika; Babu, U Parameswari; Chakravarthy, C V Kalyan; Ramya, N

doi:10.18203/2320-6012.ijrms20175723

Cited by 6 publications

(1 citation statement)

References 5 publications

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“…Student feedback after the exam may contribute to changes in the manner and form of teaching. [17][18][19] . In our study, most students (67.2% of all students surveyed) recognized OSPE as a better form of the exam than other traditional assessment methods, including a written form.…”

Section: Discussionmentioning

confidence: 99%

Feedback of 5th-Year Pharmacy Students About Objective Structured Practical Examination (OSPE) After the Pharmaceutical Care Course in Poland.

Dymek

Kowalski

Skowron

et al. 2021

Preprint

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Background An important part of the pharmaceutical study program is a thorough assessment of students' practical skills. The new form of assessing skills in pharmacy teaching is the Objective Structured Practical Examination (OSPE). Methods The study was conducted in the winter semesters in the academic years 2018–2019 and 2019–2020. The study was attended by students of the 5th -year of pharmacy who first time taking the OSPE. After the exam, students filled in an anonymous questionnaire about their general approach to OSPE. They assessed each station and the self-assessment. The results were analyzed by performing statistical analyses and compared between years. Results A total of 183 5th -year pharmacy students participated in the study, including 108 students in the 2018–2019 academic year and 75 students in the 2019–2020 academic year. Pharmacy students rated OSPE as a reliable tool for assessing their practical skills. Half of the students had a positive attitude towards OSPE, but the vast majority stated that OSPE was stressful for them. Over 70% of students assessed that stations with simulated patients create real situations in pharmacy. Students found that OSPE is a better form of the exam than the written exam. Conclusion Pharmacy students rated the OSPE exam as a reliable tool for assessing their practical skills. The results of the survey indicate that the students accepted the new form of the examination. As well, they evaluated the OSPEs well in terms of testing their skills.

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Section: Discussionmentioning

confidence: 99%

Feedback of 5th-Year Pharmacy Students About Objective Structured Practical Examination (OSPE) After the Pharmaceutical Care Course in Poland.

Dymek

Kowalski

Skowron

et al. 2021

Preprint

View full text Add to dashboard Cite

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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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Evaluating OSPE as a Formative Assessment Tool for Medical Students

Saxena,

Kulshreshtha,

Singh

2024

Galician med. j.

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Introduction. Objective structured practical examination (OSPE) is a globally recognized and widely implemented assessment method used for evaluating students in practical examinations. It requires examinees to complete various tasks within a set time frame, each assessed against predetermined criteria designed to measure practical skills and attitudes. This study aimed to assess the effectiveness of the OSPE as a tool for internal assessment in the subject of Anatomy for first-year MBBS students, comparing its performance against the traditional practical examination (TPE) method. Methods. In this prospective study, an OSPE tool specific to Anatomy was developed and validated for face and content to ensure that the OSPE stations were standardized and well-constructed. The part-leaving test covered the Thorax and Brain chapters using both the TPE and OSPE methods. A Bland-Altman plot was employed to assess the agreement between the quantitative assessments of both methods. Additionally, a 5-point Likert scale was utilized to gauge the perceptions of both students and faculty members regarding the assessment methods. Results. The analysis revealed a significant difference between the scores obtained from OSPE and TPE. The intraclass correlation coefficients for reliability between TPE and OSPE were 0.81 for the Thorax chapter and 0.84 for the Brain chapter. Additionally, the Bland-Altman plots illustrating the scores from both assessment methods indicated low bias and no definite pattern. While no significant outliers were identified for the Brain part, the Thorax part exhibited outliers at a rate of 6.43%, suggesting the presence of low-impact erratic variables. The Chi-square test for student perceptions yielded significant results for the entire questionnaire. In contrast, faculty perceptions showed significant results for all questions except for two. Conclusions. Due to the high intraclass correlation coefficients between TPE and OSPE and the absence of bias, systematic errors, and erratic variables, OSPE is a promising assessment tool. Students perceived that OSPE decreased the chances of failure and that the questions asked in OSPE were more relevant compared to the traditional method. Faculty members also noted that OSPE provided reasonably high transparency and decreased subjective bias compared to TPE. Considering these factors, it can be concluded that OSPE is a viable potential tool to replace TSE.

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Objective structured practical examination (OSPE) as a tool in formative assessment of II MBBS students, in pathology

Cited by 6 publications

References 5 publications

Feedback of 5th-Year Pharmacy Students About Objective Structured Practical Examination (OSPE) After the Pharmaceutical Care Course in Poland.

Feedback of 5th-Year Pharmacy Students About Objective Structured Practical Examination (OSPE) After the Pharmaceutical Care Course in Poland.

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

Evaluating OSPE as a Formative Assessment Tool for Medical Students

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