Background: Assessment in medical education has lot of scope for improvement. Objective Structured Practical Examination (OSPE) involves direct observation of studentsÂ’ performance at planned stations. As proposed by the new competency-based medical education curriculum, we introduced OSPE as a formative assessment tool on a pilot basis.
Aims and Objectives: The aims of the study were to introduce OSPE, study its feasibility and acceptability among students and faculty and assess its impact on learner performance.
Materials and Methods: Institutional Ethics Committee approved, analytical cross-sectional study conducted in the Department of Physiology Smt. Kashibai Navale Medical College and General Hospital, Pune. A batch of 50 First MBBS students volunteered, of which 44 appeared on the day of the exam (n = 44). Informed consent was taken. Students were randomly divided into two groups. Group I went for Traditional Practical Exam in hematology. Group II went for OSPE, consisting of ten stations, of which two were procedure stations having observers with checklists, and eight were response stations. Four minutes time was given at each station. Groups switched over after finishing. Feedback (Likert scale based Questionnaire) was collected from students and faculty. Students were given feedback about their performance in OSPE. Analysis of the questionnaire was done using unpaired t-test with SPSS software.
Results: Students felt that OSPE is a uniform, unbiased tool for practical assessment, less stressful and can be used as a routine form of assessment. Faculty felt that OSPE though, needs a lot of groundwork is feasible to implement and would be more helpful in clinical physiology practical.
Conclusion: OSPE is an effective assessment tool for precisely measuring practical skills. Giving feedback becomes easier because of checklists.
Key words: Objective Structured Practical Examination; Formative Assessment; Hematology; Feedback
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