Experience of Objective Structured Practical Examination in Traditional Settings Of Human Physiology curriculum
Experience Of Objective Structured Practical Examination In Traditional Settings
DOI:
https://doi.org/10.70284/njirm.v4i2.2156Keywords:
OSPE, TCE, reliability, validityAbstract
Introduction: An integral part of a medical curriculum is an appropriate assessment of the students’ clinical competencies since assessment drives learning. A need of a more competence based assessment method led to introduction of Objective Structured Practical Examination (OSPE) which assesses the ‘shows how’ level of the Miller’s pyramid of clinical competence as Traditional Clinical Examination (TCE) focuses on the “knows†and “knows how†aspects .The present study focuses on the experience of OSPE in term of the reliability and validity in comparison with traditional assessment method. Methodology: After the institutional ethical committee approval, a pilot study for comparing TCE with OSPE was conducted with a batch of 50 first MBBS students at K.J.Somaiya medical college in the department of Physiology for 4 consecutive days. Three examiners with teaching experience of 35, 6 and 1 year respectively conducted TCE followed by OSPE which had 10 stations assessing cognitive, psychomotor and affective domain for the same batch of 25 students in each. Results: OSPE had a good face validity and content validly as compared to TCE. Predictive validity using Pearson’s correlation with the final year –end examination for TCE was 0.45 while for OSPE was 0.78 and reliability measured by internal consistency using Cronbach’s alpha for TCE was 0.66 and for OSPE was 0.73 . The inter-station reliability measured affective and psychomotor domain in OSPE was 0.279 and 0.4 respectively while that for cognitive domain was 0.963. Conclusion: OSPE is a reliable and valid assessment tool provided it is more comprehensive and standardized. However it needs to be incorporated with traditional assessment for an overall evaluation of student’s performance.
References
2. Newble Dl, Entwistle NJ. Learning styles and approaches: implications for medical education .Med Education 1986;20:162-75
3. Miller, G.. The assessment o clinical skills / competence / performance. Academic Medicine 65, 1990 (Suppl.9), S63-S67
4. Piyush Gupta, Pooja Dewan , Tejinder Singh. Objective Structured Clinical Examination (OSCE) Revisited. Medical education 2010(47):911-9205. Smith LJ, Price DA, Houston IB. Objective structured clinical examination compared with other forms of student assessment. Arch Dis Child 1984;59:1173-6.
6. Harden, R. M.. What is an OSCE? Medical Teacher 1988 :10(1), 9-22.
7. Hamdy, H. Blueprinting for the assessment of health care professionals. The Clinical Teacher 2006 :3, 175-179.
8. Harden, R. M., & Gleeson, F. A. Assessment of clinical competence using an objective structured clinical examination (OSCE). Medical Education 1979:13, 41-54.
9. Friedman Ben-David, M. The role of assessment in expanding professional horizons. Medical Teacher 2000:22(5), 472-477.
10. Bartfay, W. J., Rombough, R., Howse, E., & LeBlanc, R. The OSCE approach in nursing education: Objective structured clinical examinations can be effective vehicles for nursing education and practice by promoting the mastery of clinical skills and decision-making in controlled and safe learning environments. The Canadian Nurse 2004:100(3), 18-25.
11. Newble Dl. Assessing clinical competence at the undergraduate level. Med Edu 1992:26:504-11
12. A Barman . Critiques on the Objective Structured Clinical examination . Ann Acad Med Singapore 2005;34:478-82
13. Mohammed Y. Al – Naami. Reliability , validity and feasibility of the Objective Structured Clinical examination in assessing clinical skills of final year clerkship. Saudi Med J 2008;(12):1802-1807
14. Abdullah J. Rekany, Samim A. Al-Dabbagh. Validity And Reliability Of Osce In Evaluating Practicalperformance Skills Of Interns In Emergency Medicine Duhok Med J 2010;4(2):21-29
15. Downing SM. Reliability: on the reproducibility of assessment data. Med Edu 2004;38:1006-12
16. Van der Vleuten CPM, Swanson DB. Assessment of clinical skills with standardized patients: state of the art. Teach Learn Med. 1990;2:58-76..
17. http://psgimsr.in/faculty%20
18. Nayar, U, Malik, S.L, and Bijlani, R.L. Objective structured practical examination: a new
concept in assessment of laboratory exercise in preclinical sciences. Medical Education. 1986; 20: 204-209.
19. Hasan S, Malik S, Hamad A, Khan H, Bilal M. Conventional / traditional practical examination versus Objective structured practical examination (OSPE)/Semi Objective structured practical examination (SOSPE) Pak J Physiol 2009;5(1)
20. Newstead, S. E. The use of examinations in the assessment of psychology students. Psychology Teaching Review1992; 1(1), 22-33
21. Joorabchi B. Objective structured clinical examination in a pediatric residency training program. AJDC. 1991;145:757-762.
22. Hilliard RI, Tallett SE. The use of an objective structured clinical examination with postgraduate residents in pediatrics. Arch Pediatr Adolesc Med. 1998;152:74-78.
23. Verma M, Singh T. Experiences with objective structured clinical examination (OSCE)as a tool for formative evaluation in Pediatrics . Indian Pediatrics 1993;30:699-702
