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JMED 2025, 18(2): 144-152 |
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Ismail F, Habib S, Singh Y, Ahmed I, Moin S. Students' insights on the objective structured practical examination as an assessment tool for undergraduates. JMED 2025; 18 (2) :144-152
URL: http://edujournal.zums.ac.ir/article-1-2287-en.html
URL: http://edujournal.zums.ac.ir/article-1-2287-en.html
1- Department of Biochemistry, J.N. Medical College, Faculty of Medicine, Aligarh Muslim University, Aligarh, India. , faizaismail22@gmail.com
2- Department of Biochemistry, J.N. Medical College, Faculty of Medicine, Aligarh Muslim University, Aligarh, India.
2- Department of Biochemistry, J.N. Medical College, Faculty of Medicine, Aligarh Muslim University, Aligarh, India.
Abstract: (395 Views)
Background & Objective: The Objective Structured Practical Examination (OSPE) is mandatory for undergraduate and postgraduate medical examinations. This is an important component of formative and summative examinations proposed by the National Medical Council, India. OSPE helps evaluate the practical skills of the students in real-time settings. This approach is an innovative method for evaluating and delivering medical education. Moreover, it helps to bring objectivity to the evaluation process. Most studies identify the OSPE as a tailored technique for assessing performance in a realistic educational setting. However, understanding students' perspectives is now a critical need. OSPE relies on a predetermined checklist, which effectively reduces examiner bias. To fully utilize its potential, it is necessary to bridge the current knowledge gap regarding students' perspectives toward the conduct of OSPE. The study aims to gain insights into students' viewpoints, which could help refine and enhance OSPE, making it a more effective assessment tool.
Materials & Methods: A cross-sectional study was conducted to identify the characteristics of the respondents. A structured restricted Google questionnaire was given to collect feedback from MBBS phase I students in the 2023 batch at Jawaharlal Nehru Medical College, Aligarh Muslim University, Aligarh, Uttar Pradesh, on various components of the OSPE. Out of 150 students, 132 provided responses. Data analysis was performed using Microsoft Excel Professional Plus 2016 and R Version 4.3.3. The data obtained was analyzed using descriptive statistics, and the frequency distribution was presented in pie charts and percentages. A chi-square test was done, and data was considered significant at p-value ≤ 0.001.
Results: Out of the 132 students, approximately 31.1% were aware of OSPE beforehand. More than 80% reported that the instructions provided before the OSPE were clear and easy to understand. Around 96% felt that the time allocated for each station was sufficient. Additionally, 76% noted that the instructors' attitudes were more positive during the OSPE than traditional exams. Furthermore, 77.7% believed introducing OSPE would eliminate bias in assessment, and 89.4% felt that OSPE encouraged them to focus more on the practical examination.
Conclusion: Students found OSPE a straightforward, bias-free, and aptitude-based mode of examination. OSPE appears to be a fine tool for assessment. It enhances students' laboratory competence and provides objective scores for the evaluation, making it an extremely viable assessment method.
Materials & Methods: A cross-sectional study was conducted to identify the characteristics of the respondents. A structured restricted Google questionnaire was given to collect feedback from MBBS phase I students in the 2023 batch at Jawaharlal Nehru Medical College, Aligarh Muslim University, Aligarh, Uttar Pradesh, on various components of the OSPE. Out of 150 students, 132 provided responses. Data analysis was performed using Microsoft Excel Professional Plus 2016 and R Version 4.3.3. The data obtained was analyzed using descriptive statistics, and the frequency distribution was presented in pie charts and percentages. A chi-square test was done, and data was considered significant at p-value ≤ 0.001.
Results: Out of the 132 students, approximately 31.1% were aware of OSPE beforehand. More than 80% reported that the instructions provided before the OSPE were clear and easy to understand. Around 96% felt that the time allocated for each station was sufficient. Additionally, 76% noted that the instructors' attitudes were more positive during the OSPE than traditional exams. Furthermore, 77.7% believed introducing OSPE would eliminate bias in assessment, and 89.4% felt that OSPE encouraged them to focus more on the practical examination.
Conclusion: Students found OSPE a straightforward, bias-free, and aptitude-based mode of examination. OSPE appears to be a fine tool for assessment. It enhances students' laboratory competence and provides objective scores for the evaluation, making it an extremely viable assessment method.
Article Type : Orginal Research |
Subject:
Medical Education
Received: 2024/09/28 | Accepted: 2025/04/23 | Published: 2025/07/13
Received: 2024/09/28 | Accepted: 2025/04/23 | Published: 2025/07/13
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