A Trial of OSPE as a formative assessment tool in Physiology

Mohan M. Sagdeo, Shubhada Gade, Anagha Sahasrabuddhe, Suresh Chari

Abstract


It’s a well known fact that assessment drives learning. Assessment for practical skills in medical education has lot of scope for improvement. Objective Structured Practical Examination (OSPE) has been considered as one such method. Feedback is given to the students and teachers after the examination. Hence OSPE was implemented as a Formative assessment tool for the 150 first MBBS students for the Clinical examination of cardio vascular System to know its Feasibility.

Five stations were designed based on the clinical examination of cardio vascular system. A structured and validated check list was used. A feedback questionnaire was designed for the students and the faculty about the contents, timing of stations, their overall experience about OSPE, its feasibility and objectivity.

It was observed that students performed better on Blood pressure station, followed by auscultation of Heart sound and least on percussion of Heart borders.

Majority of the students (90%) found OSPE as a better method of assessment as compared to traditional practical method, 92% said OSPE prepares them better, 95% found OSPE is a better stimulus for study, 98% found it more reliable, 95% were happy about the time allotted to each station, 88% said it removes luck factor part from the examination, 68% found it less stressful, 90% students were happy for the use of check list.

The faculty was happy with the feedback part associated with OSPE. But preparing a checklist was a time consuming task.

We conclude that OSPE is useful in Physiology for formative assessment as it gives feedback to the students and teachers and provides integration in teaching and learning.

Keywords: OSPE, Cardio vascular System, Integration of teaching and learning.

Full Text:

PDF

References


Edelstein DR, Ruder HJ. Assessment of clinical skills using video tapes of the complete medical interview and physical examination. Med Teach 1990;12:155-162.

Stiliman Pl, Brown DR, Red Field DL, Sabors DL. Construct validation of Arizona clinical interview rating scale. Educational Psychological Measurement 1977;37:1031-38.

Newbie DI. The observed long case in clinical assessment. Med educ 1991;25:369-73.

Harden RM, Glessen FA. ASME medical education booklet No,8: Assessment of clinical competence using an objective structured clinical examination (OSCE) nmed educ.1979;13:41-54.

Harden RM. What is an OSCE? Med Teacher 1988;10(4):19-22.

Harden RM, Stevenson M, Wilson DW, Wilson GM. Assessment of clinical competencies using objective structured clinical examination. Br Med J. 1975;1(5955):447-451.

Harden RM. How to assess clinical competence; an overview. Med Teacher 1979;1(8);289-96.

Gupta P. Dewan P, Singh T. Objective Structured Clinical Examination (OSCE) revisited. Med Educ 2010;47(11):911-20.

Pnaki Wani et al OSPE Vs TCE: Students perception. International Journal of medical science and Public Health. 2013;2(3):543-547.

Dufield KE, spencer JA, A survey of medical students view about the purposes and fairness of assessment. Med Educ 2002;36(9)879-86.

Abraham RR, Raghvendra R, Surekha K, Asha K. A trial of Objective structured practical examination at Maleka Manipal Medical College, India. Adv Physiol Educ 2009;33:21-23.

Sandila MP, Ahad K, Khani JK. An objective structured practical examination to test students in experimental physiology. J Pak Med Assoc. 2001;51:207-210.


Refbacks

  • There are currently no refbacks.