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Volume 19, Issue 2 (2026)
J Med Edu Dev 2026, 19(2): 120-130 |
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Gurjar Y J, Ranpariya P, Chauhan M, Kansagara T, Mori Y. Comparative study of objectively structured viva examination versus traditional viva-examination among third MBBS part-I students in community medicine subject. J Med Edu Dev 2026; 19 (2) :120-130
URL: http://edujournal.zums.ac.ir/article-1-2633-en.html
URL: http://edujournal.zums.ac.ir/article-1-2633-en.html
1- Department of Community Medicine, Shantabaa Medical College and General Hospital, Amreli, Gujarat, India , yjgurjar@gmail.com
2- Department of Community Medicine, Matushri Prabhaben Khodabhai Boghara Medical College and Research Centre, Atkot, Gujarat, India
3- Department of Community Medicine, Shantabaa Medical College and General Hospital, Amreli, Gujarat, India
2- Department of Community Medicine, Matushri Prabhaben Khodabhai Boghara Medical College and Research Centre, Atkot, Gujarat, India
3- Department of Community Medicine, Shantabaa Medical College and General Hospital, Amreli, Gujarat, India
Abstract: (41 Views)
Background & Objective: Assessment is a critical part of medical education which directly impacts student learning and outcomes. Traditional Viva Examination (TVE) is practiced widely but lacks standardization and may be subject to examiner bias. The Objectively Structured Viva Examination (OSVE) provides a structured, uniform, and competency-based approach aimed at improving objectivity and fairness. This study aimed to compare OSVE and TVE among third-year Bachelor of Medicine, Bachelor of Surgery (MBBS) part I students in community medicine with respect to assessment outcomes and the perceptions of students and faculty.
Materials & Methods: A convergent mixed-method educational interventional study was carried out among 205 third MBBS Part I students. All students were assessed through both OSVE and TVE during their formative assessments using a pre-defined marking pattern. Quantitative data were analyzed using mean and Standard Deviation (SD). A paired t-test was applied, and p < 0.05 was considered statistically significant. Student and faculty perceptions were obtained using pre-validated 5-point Likert scale questionnaires. Qualitative data were obtained from Focus Group Discussions (FGDs) and analyzed by thematic analysis.
Results: The mean OSVE scores (9.54 ± 2.43) were significantly higher than TVE scores (8.28 ± 3.67) (p < 0.001). A higher proportion of students scored above the mean in OSVE compared to TVE. Students perceived OSVE to be more structured, systematic, fair, comprehensive, and less stressful with minimized examiner bias. However, concerns regarding rigidity, limited interaction, and difficulty in scoring for non-readable topics were reported. Faculty members expressed positive support for OSVE, particularly regarding transparency, standardization, and feasibility for formative assessments.
Conclusion: OSVE provides a more objective and consistent assessment method compared to TVE. It is associated with improved student performance, reduces bias, and is preferred by both students and faculty for formative assessment. However, modifications regarding flexibility and preparatory training sessions are needed for potential implementation in summative assessments.
Materials & Methods: A convergent mixed-method educational interventional study was carried out among 205 third MBBS Part I students. All students were assessed through both OSVE and TVE during their formative assessments using a pre-defined marking pattern. Quantitative data were analyzed using mean and Standard Deviation (SD). A paired t-test was applied, and p < 0.05 was considered statistically significant. Student and faculty perceptions were obtained using pre-validated 5-point Likert scale questionnaires. Qualitative data were obtained from Focus Group Discussions (FGDs) and analyzed by thematic analysis.
Results: The mean OSVE scores (9.54 ± 2.43) were significantly higher than TVE scores (8.28 ± 3.67) (p < 0.001). A higher proportion of students scored above the mean in OSVE compared to TVE. Students perceived OSVE to be more structured, systematic, fair, comprehensive, and less stressful with minimized examiner bias. However, concerns regarding rigidity, limited interaction, and difficulty in scoring for non-readable topics were reported. Faculty members expressed positive support for OSVE, particularly regarding transparency, standardization, and feasibility for formative assessments.
Conclusion: OSVE provides a more objective and consistent assessment method compared to TVE. It is associated with improved student performance, reduces bias, and is preferred by both students and faculty for formative assessment. However, modifications regarding flexibility and preparatory training sessions are needed for potential implementation in summative assessments.
Keywords: educational measurement, clinical competence, community medicine, students, medical, formative assessment
Article Type : Orginal Research |
Subject:
Medical Education
Received: 2025/11/1 | Accepted: 2026/03/3 | Published: 2026/04/1
Received: 2025/11/1 | Accepted: 2026/03/3 | Published: 2026/04/1
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