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: 0.86). 11/1992; 39(2):82-4.
Source: PubMed
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    • "The OSCE has been widely used for formative and summative assessment in various medical disciplines worldwide, including the non-clinical disciplines.[5] For assessment in preclinical and paraclinical subjects, a modified version of the OSCE, the objective structured practical examination (OSPE) has been introduced.[6] In India, the use of OSPE for assessment of pharmacology skills has been reported from some institutes.[78] "
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    ABSTRACT: Assessment for practical skills in medical education needs improvement from subjective methods to objective ones. An Objective Structured Practical Examination (OSPE) has been considered as one such method. This study is an attempt to evaluate the feasibility of using OSPE as a tool for the formative assessment of undergraduate medical education in pharmacology. Students of second year MBBS, at the end of the first term, were assessed by both the conventional practical examination and the Objective Structured Practical Examination (OSPE). A five-station OSPE was conducted one week after the conventional examination. The scores obtained in both were compared and a Bland Altman plot was also used for comparison of the two methods. Perceptions of students regarding the new method were obtained using a questionnaire. There was no significant difference in the mean scores between the two methods (P = 0.44) using the unpaired t test. The Bland Altman plot comparing the CPE (conventional practical examination) with the OSPE showed that 96% of the differences in the scores between OSPE and CPE were within the acceptable limit of 1.96 SD. Regarding the students' perceptions of OSPE compared to CPE, 73% responded that OSPE could partially or completely replace CPE. OSPE was judged as an objective and unbiased test as compared to CPE, by 66.4% of the students. Use of OSPE is feasible for formative assessment in the undergraduate pharmacology curriculum.
    09/2013; 2(1):53. DOI:10.4103/2277-9531.119040
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    • "Enriching the learning environment through incorporation of a variety of teaching and learning strategies both in and out of classroom should yield enhanced learning [1]. Studies have been done on Objective Structured Clinical Examination(OSCE) and Objective Structured Practical Examination(OSPE) to have an uniform evaluation and normal distribution of grading [2] [3]. Research has shown that Objective Structured Practical Examination(OSPE) is an acceptable tool in Forensic Medicine at the undergraduate level [4]. "
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    ABSTRACT: Introduction: Combination of didactic lecture, practical demonstration and performing experiments by students is followed in medicine, dentistry and bachelor of pharmaceutical sciences. The purpose of this study was to assess the attitudes of nursing students towards practical demonstration in physiology. Material and methods: Seventy three nursing students of the first year underwent practical demonstration of Physiology experiments. Students indicated their agreement or disagreement with the 8 items by ticking one of the five alternative responses. Mean attitude scores were calculated for each item and for the total scale. Results: The overall mean attitude score of 3.76 was towards the favourable side. Eighty seven percent of students agreed that practical demonstration reinforces concepts. Eighty nine percent of students found practical demonstration is a good form of learning experience. Conclusion: The introduction of practical demonstration in addition to didactic lectures may help the students in understanding concepts in Physiology.
    09/2013; 7(9):1989-91. DOI:10.7860/JCDR/2013/5648.3374
    • "OSPE has been used to evaluate those areas most critical to perform by students, such as the ability to obtain/interpret data, solve the problem, teach, and communicate. Any attempt to evaluate these critical areas in the old-fashioned practical examination will seem to be assessing theory rather than simulating practical performance.[3] An earlier innovation in this regard is the objective structured clinical examination (OSCE) later extended to the OSPE described in 1975 and in greater detail in 1979 by Harden and his group.[4] "
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    ABSTRACT: 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. 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. 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. 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. 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.
    03/2013; 4(1):103-7. DOI:10.4103/0976-9668.107268
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