Standardization and validation of objective structured practical examination in pharmacology: Our experience and lessons learned

Shenoy, Preethi J; Kamath, Padmanabh; Sayeli, Vinaykumar; Pai, Shobha G

doi:10.4103/ijp.ijp_519_16

Cited by 6 publications

(2 citation statements)

References 10 publications

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“…The reliability of mid-module and final OSPE were 0.83 and 0.88 respectively that reflecting very good internal consistency of the examination and this result comes in accords with a study conducted at Manipal University to assess the validity of OSPE in the pharmacology department [13].…”

Section: Limitation Of the Studysupporting

confidence: 83%

Standard-Setting of Multidisciplinary Objective Structured Practical Examination

Zaki¹,

Ismail²

2022

Cureus

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The present work applies the standard-setting in the multidisciplinary Objective Structured Practical Examination (OSPE) of the MusculoSkeletal and Integument systems (MSK) module using Modified Ebel's method to differentiate the competent students from the non-competent ones. Materials and methodsOne hundred fifty-six students participated in the multidisciplinary OSPE. The MSK-OSPE consists of midmodule and final. According to the blueprint of the OSPE, the mid-module OSPE tested the knowledge and skills of the upper limb, and the final OSPE verified the knowledge and skills of the lower limb. Modified Ebel's method was used to identify the Minimum Pass Level (MPL) in each station and the whole exam accordingly. ResultsFifty-seven percent (57%) of the students passed both exams, while 25.6% did not pass the mid-module exam and 31.4% did not pass the final exam, 17.9% did not pass both exams and 25% did not pass one exam. The MPL for most of the stations in both exams using modified Ebel's method of the standard-setting was more than 50% which is the conventional pass mark. However, the MPL for stations 4, and 6 in the midmodule exam (ulna and arteries of the upper limb) and stations 7, 9, and 14 (muscles of the lower limb, anatomy of ankle joint, physiology of nerve) was < 50%. While the total pass mark of the mid-module OSPE was 66% and the pass mark for the final OSPE was 60% ConclusionThe minimal pass level (MPL) in mid module and final OSPE were 66% and 60% respectively which are more than the conventional cut off point (50%) that indicating that the standard-setting was effective in identifying poor performers who cannot be identified by the conventional method that led to enhance the quality of OSPE as an assessment tool. Moreover, students developed the skills to deal with standardized patients in clinical stations. However, some defects and areas of improvement were identified in some physiological and anatomical stations. The organizing committee recommended identifying the poor performers and conducting extra-tutorial sessions on the defective topics.

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Section: Limitation Of the Studysupporting

confidence: 83%

Standard-Setting of Multidisciplinary Objective Structured Practical Examination

Zaki¹,

Ismail²

2022

Cureus

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“…The present study was designed to assess students' performance using the OSPE method and conventional method. Student's perceptions of OSPE were also obtained via the Google Form Questionnaire and were assessed using a 5-point Likert scale as used by the previous authors [5].…”

Section: Resultsmentioning

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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Evaluation of parenteral injection skills of medical undergraduates on mannequins in a tertiary care teaching hospital in South India – A cross-sectional study

James,

Porkodi,

Rani

et al. 2023

Current Issues in Pharmacy and Medical Sciences

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Appropriate knowledge and expertise of parenteral injection is vital in the medical field. Hence we impart training on mannequins before the students practice on patients. This study was conducted to evaluate the skill exhibited by the students in parenteral injection skills, namely intravenous, intramuscular, intradermal and subcutaneous injections. The students were assessed for step based on the pre-validated check list created for Objective Structured Practical Examination. In this study, 16 % of the students failed to check the prescription order before starting the procedure. The name and the expiry date of the drug was not checked by 22 % of the students. Hundred percent of the students sterilized their hands. Loading of drug was done properly by 80 % of the students and 88 % of the students checked for air bubbles in the syringe and removed them properly. The site for injection was not sterilized by 26 percent of the students. Tourniquet was not applied by 19 percent of the students and 28 % of the students did not hold the bevel up during insertion for intravenous route. The steps where frequent faltering happened needs to be emphasized for them to perform better in a more efficient manner during the summative assessment as well as for future practice.

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Standardization and validation of objective structured practical examination in pharmacology: Our experience and lessons learned

Cited by 6 publications

References 10 publications

Standard-Setting of Multidisciplinary Objective Structured Practical Examination

Standard-Setting of Multidisciplinary Objective Structured Practical Examination

OSPE as an Assessment Tool for Medical Students

Evaluation of parenteral injection skills of medical undergraduates on mannequins in a tertiary care teaching hospital in South India – A cross-sectional study

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