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: 0.97). 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: 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.
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