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JMED 2024, 17(55): 1-9 |
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Sil A, Das S, Das P, Jayswal D, Das N K. Designing, introducing,and implementing objective structured practical examinations as a formative assessment tool in undergraduate medical pharmacology. JMED 2024; 17 (55) :1-9
URL: http://edujournal.zums.ac.ir/article-1-2047-en.html
URL: http://edujournal.zums.ac.ir/article-1-2047-en.html
DEpt of Pharmacology, Rampurhat Government Medical College and Hospital, Rampurhat, West Bengal, India
Abstract: (259 Views)
Background & Objective: Objective Structured Practical Examination (OSPE) has gained popularity as an objective assessment tool. Traditional assessment methods such as video and semester practical examinations are better suited to assessing the cognitive domain in pharmacology. The competency-based medical education curriculum has shifted to the psychomotor and attitude communication domains (hands-on demonstration on manikins, criticism of prescription and medical literature, hands-on demonstration on manikins, computer-assisted learning), and assessing these domains calls for more objective methods of assessment, such as the OSPE. This study aimed to design and implement the OSPE as an assessment tool for practical pharmacology for Phase II MBBS students. We also evaluated the perception, acceptability, and usefulness of OSPE for the students and the faculty.
Material & Methods: The faculty was sensitized. Group discussions with the head of the department and faculty were held regarding the content of the OSPE stations and the design, planning, implementation, and feasibility checks. The OSPE was scheduled to be held at the upcoming formative examination with a set of 8 OSPE stations and 2 rest stations. The OSPE stations were set up in the department and were initially piloted by faculty. The OSPE was carried out in the formative examination of Phase II students. Feedback questionnaires for both students and faculty members were prepared and validated prior to administration.
Results: Of the ninety-eight students in the batch, 96 participated. The average OSPE score obtained by the students was 22.23 ± 5.74 (the total OSPE score was 35). Ninety-six percent of the students enjoyed the OSPE, 99% of whom were satisfied (Likert scale 3-5). All the faculty agreed that the OSPE was unbiased and structured, although it required more effort, and manpower and preparation were time consuming.
Conclusion: The key to a successful OSPE is careful planning. A well-designed OSPE can drive learning and have a positive impact on education.
Material & Methods: The faculty was sensitized. Group discussions with the head of the department and faculty were held regarding the content of the OSPE stations and the design, planning, implementation, and feasibility checks. The OSPE was scheduled to be held at the upcoming formative examination with a set of 8 OSPE stations and 2 rest stations. The OSPE stations were set up in the department and were initially piloted by faculty. The OSPE was carried out in the formative examination of Phase II students. Feedback questionnaires for both students and faculty members were prepared and validated prior to administration.
Results: Of the ninety-eight students in the batch, 96 participated. The average OSPE score obtained by the students was 22.23 ± 5.74 (the total OSPE score was 35). Ninety-six percent of the students enjoyed the OSPE, 99% of whom were satisfied (Likert scale 3-5). All the faculty agreed that the OSPE was unbiased and structured, although it required more effort, and manpower and preparation were time consuming.
Conclusion: The key to a successful OSPE is careful planning. A well-designed OSPE can drive learning and have a positive impact on education.
Keywords: objective structured practical examinations, pharmacology, assessment, design, implementation, feedback
Article Type : Orginal Research |
Subject:
Medical Education
Received: 2023/09/12 | Accepted: 2024/02/27 | Published: 2024/09/10
Received: 2023/09/12 | Accepted: 2024/02/27 | Published: 2024/09/10
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