OSPE in Anatomy, Physiology and Biochemistry Practical Examinations: Perception of MBBS students

Kr, Rajkumar; Kg, Prakash; Saniya, K; Sailesh, Kumar Sai; Vegi, Pradeep

doi:10.5958/2394-2126.2016.00111.0

Cited by 6 publications

(8 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In this study, immediately after TPE and at the 8th station of OSPE a reliable, validated and structured questionnaire was used. 19 In the TPE group, the students were asked to express their attitude about the TPE and in TPE+OSPE and OSPE groups the students were surveyed regarding the OSPE. The questionnaire consisted of 10 items and each item had five options.…”

Section: Feedback Questionnairementioning

confidence: 99%

<p>Objective Structured Practical Examination in Experimental Physiology Increased Satisfaction of Medical Students</p>

Mard¹,

Ghafouri²

2020

AMEP

View full text Add to dashboard Cite

Background: Medical education is a dynamic process, which needs to be improved to meet the new expectations of medical practitioners, health workers, and communities from different countries. An important part of medical students' education is to select an appropriate assessment method. In this regard, the objective structured practical examination (OSPE) can evaluate practical capabilities in a suitable step-wise, scientific, targeted and scheduled manner with direct consideration of student's performance during programmed test stations. The purpose of this study is to investigate the outcomes of the OSPE utilization versus traditional practical examination (TPE) for evaluating students in experimental physiology. Methods: Totally, 120 medical students were chosen as the participants of this study: 1. TPE group (TPE used as a final exam; n=40); 2. TPE + OSPE group (TPE applied for half of topics and OSPE for another half; n=41); and 3. OSPE group (OSPE performed as a final exam; n=39). In order to evaluate the effect of OSPE, the average final grade of studied groups was compared. In addition, a 5-point Likert scale questionnaire, consisting of 10 questions was used to evaluate the students' attitudes toward using this method. Results: The obtained results showed that the total grade in TPE group was significantly higher in comparison to TPE+OSPE and OSPE groups (respectively, P<0.01 and P<0.05), while according to students' expression, the average score for all of the items in feedback questionnaire was increased significantly in TPE+OSPE and OSPE groups compared with TPE group (P<0.001). Conclusion: In summary, feedback from students showed that they were in favor of OSPE compared with the TPE, and according to their statements in a feedback questionnaire, OSPE can improve learning in physiology as well as increasing students' satisfaction.

show abstract

Section: Feedback Questionnairementioning

confidence: 99%

<p>Objective Structured Practical Examination in Experimental Physiology Increased Satisfaction of Medical Students</p>

Mard¹,

Ghafouri²

2020

AMEP

View full text Add to dashboard Cite

show abstract

“…20,21 As shown in Table 4 one of the studies forwarded by Rajkumar KR et al emphasizes that OSPE is a better assessment tool to assess students for anatomy, physiology and biochemistry. 2 The study conducted by Yaqubuddin et al also found OSPE to be an efficient tool to assess the practical aspect of anatomical knowledge. 3 Cherian SB proved that Computera ssisted OSPE can be enabled for a uniform assessment of students for assessing practical skills of a natomy among undergraduates.…”

Section: Discussionmentioning

confidence: 98%

“…It is a vast subject and assessment of anatomy is complicated as it has many subdivisions like general anatomy, gross anatomy, histology, embryology, surface marking, osteology and genetics. 2 For practical sessions in anatomy, more time is being invested by students than theoretical sessions and the conventional method of assessment does not assess all the skills, therefore there arises a need for an exam which is more reliable, able to assess higher cognitive domain, psychomotor and affective skills. This article is derived from curriculum innovation project which was a part of Advance course medical education at Medical council of India nodal center, Gujarat.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of perception regarding feasibility of introducing objective structured practical examination (OSPE) in the department of anatomy

Rai¹,

Nair²

2019

IJCAP

View full text Add to dashboard Cite

Despite a tremendous reformation in medical education during present time, the need of an hour is to adopt certain new assessment methodologies along with classical practical examination (CPE). Classical practical examination raises the concern about standardization, uniformity and examiner variability. To overcome all these, OSPE was introduced which is a highly objective, reliable and valid method of assessment. Materials and Methods: The present study was aimed to assess student an d faculty perception regarding the feasibility of OSPE implementation for first time in the practical examination of first professional undergraduate students. The study was conducted on 135 medical students in the Department of anatomy at LNMC & JK Hospital, Bhopal, India. OSPE was organized and conducted at the Department of Anatomy with the help of trained faculties and organizing staff. Subject experts formed twelve OSPE stations after a lot of brainstorming and input in terms of time, effort and teamwork. After validation of the questions, a standard questionnaire was used to obtain students and faculty feedback on the perception of OSPE conducted. Result: Majority of the students and faculty favored implementation of OSPE as a tool for formative assessment Conclusion: Based on both the students and faculty feedback, we concluded that no single method of assessment is best. But OSPE should be used for formative assessment.

show abstract

“…Assessment is the critical component in the educational process 1 . The teaching and assessment methods need to be aligned well with the assessment methods to enhance the knowledge retention and educational process accordingly 2 . The new paradigm shift in the medical curriculum all over the world emphasizes the utilization of integrated and systemsbased curricula.…”

Section: Introductionmentioning

confidence: 99%

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

Alsagheer

Ali²

2022

JEOH

View full text Add to dashboard Cite

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.

show abstract

OSPE in Anatomy, Physiology and Biochemistry Practical Examinations: Perception of MBBS students

Cited by 6 publications

References 0 publications

<p>Objective Structured Practical Examination in Experimental Physiology Increased Satisfaction of Medical Students</p>

<p>Objective Structured Practical Examination in Experimental Physiology Increased Satisfaction of Medical Students</p>

Evaluation of perception regarding feasibility of introducing objective structured practical examination (OSPE) in the department of anatomy

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

Contact Info

Product

Resources

About