Vidyabati Devi Rajkumari1, C.H. Rebika2, T. Rajen Singh3, W. Gyaneswar Singh4
BACKGROUND
Assessment plays an important role in helping learners identify their own learning needs. The objective structured practical examination assesses practical skills in an objective and structured manner with direct observation of the students’ performance during planned clinical test.
The aim of the study is to evaluate OSPE as a method of learning and formative assessment to the practical skill and to explore faculty perception of OSPE as a learning and assessment tool.
MATERIALS AND METHODS
A total of 98 students of first year MBBS student admitted for 2015-16 batch of Jawaharlal Nehru Institute of Medical Sciences, Imphal, were the subjects for the study. Day one- Group A (1-50) students were evaluated by OSPE method of assessment. Day two- Group B (51-98) were evaluated by standard practical examination. To avoid examiners Bias on Day 3- Group C (51-98) who were evaluated by SPE were evaluated by OSPE with minor variations. Group A underwent OSPE. Questionnaire was given to students after the assessment on the fourth day to get the feedback.
RESULTS
Independent sample t-test comparing mean percent scores of OSPE and SPE between the groups. There is no statistically significant difference in the mean percent scores for OSPE and SPE among the two groups. Paired sample t-test comparing mean percent scores of OSPE and SPE of group B students. The mean percentage score for OSPE is higher than the percentage scores obtained in SPE among the group B students, but the difference was not found to be statistically significant. The feedback from the students showed that more than 80% agreed that OSPE was less stressful to perform that it was a more objective assessment.
CONCLUSION
In conclusion, OSPE has several distinct advantages. From our first experience, we found that OSPE was more objective, measured practical skills better and eliminated examiner bias.
