Article

Objective structured clinical/practical examination (OSCE/OSPE).

Dept of Surgery, Jawaharlal Institute of Postgraduate Medical Education and Research, Pondicherry, India.
Journal of Postgraduate Medicine (Impact Factor: 1.26). 39(2):82-4.
Source: PubMed
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    ABSTRACT: Over the last few decades in India, a gradual transition has occurred from Conventional Practical Assessment (CPE) to objective methods of evaluation in the form of Objective Structured Practical Examination (OSPE). Opinions differ on the relative reliability of the two methods. The objective of this study was to verify the reliability of subjective assessment of practical laboratory skills vis-a-vis objective practical assessment. This retrospective study was based on the analysis of the results of end-semester practical examinations given to the entire cohort of 50 students in the department of Physiology in our Institute in the academic year 2012-13. All students were assessed by both methods, CPE and OSPE, in their second end-semester practical examination. The difference of scores in OSPE and CPE was calculated. The OSPE and CPE scores were then sorted in descending order of their differences. Regression analysis was performed to evaluate the association of the two scores. Bland Altman analysis of differences and averages between OSPE and CPE score was also done. The average scores obtained by students in the two methods were nearly equal, i.e., 61.2 in OSPE and 61.5 in the CPE. However, there were some students who scored more in OSPE and some who scored more in CPE: There was no consistent pattern in these differences. It can be inferred from this study that the law of averages conceals the stark subjectivity inherent in viva voce; it corrupts the reliability of the marks obtained by the student in practical assessment. This can be overcome by the use of OSPE.
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    ABSTRACT: Objective To assess perception and performance of students in order to evaluate outcome of Neuro Physiology lab course in learning of Physiology. Subjects and Methods This cross sectional study was conducted in Bahria University Medical and Dental College in a module of neurosciences for a period of 12 weeks. The perception of students on laboratory course for Specific Learning Objectives (SLO); SLO1; learning of concepts SLO2; understanding of scientific approach and SLO3; development of critical thinking was assessed by five point scale of SALG (Student Assessment of Learning Gains). The knowledge gained and performance skills acquired were evaluated on the basis of grading; unsatisfactory less than 50%, good 50-75%, excellent >75% by OSPE (Objective Structured Physical Examination) and OSCE (Objective Structured Clinical Examination) methods.
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    ABSTRACT: Background and purpose: Due to contradictory reports towards conventional practicals and O.S.P.E (Objective Structured Practical Examination) teaching, present study was conducted to evaluate and compare the two types of practicals in pharmacology. Materials and methods: Sample size was 126 which consisted students of II Phase M.B.B.S. Pre and post tests for 5 practical teachings both in conventional and O.S.P.E were conducted separately. Separate practical exams (each carrying 80 marks) were also conducted for conventional practicals and O.S.P.E. Results: There was significant (p<0.001) improvement in post test scores when compared with pre test scores in both types of practical teachings. Conventional practical teaching was significantly (p<0.001) effective than O.S.P.E teaching when the difference between post and pre tests of the former was compared with that of latter. Results of conventional practical exams were significantly (p<0.001) positive when compared with that of O.S.P.E exams. Conclusion: Introduction of O.S.P.E in pharmacology subject for undergraduates was successful. Results of evaluation and comparison exercises suggest that O.S.P.E is comparable with the conventional practicals. Based on the present findings, it can be recommended that practical teaching in pharmacology should be modified by removing some of the outdated topics in conventional practicals and to overcome difficulties faced in conducting O.S.P.E exams. Both types of practical teaching in pharmacology should be incorporated so that basic science and clinical pharmacology can be learnt better in conventional practicals and O.S.P.E respectively. The examination pattern should be modified by incorporating both types of practicals.
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