Evaluating Objective Structured Practical Examination as a Formative Assessment Tool in Biochemistry: A Cross-sectional Study from a Medical College in Telangana, India
Introduction: National Medical Council (NMC) advocates for Competency-Based Medical Education (CBME). This learner-centred curriculum emphasises continuous assessment that measures competencies and provides feedback. Objective Structured Practical Examination (OSPE) provides an improved objectivity...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
JCDR Research and Publications Private Limited
2025-07-01
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| Series: | Journal of Clinical and Diagnostic Research |
| Subjects: | |
| Online Access: | https://jcdr.net/articles/PDF/21171/78821_CE[Ra1]_F(IS)_QC(SD_SS)_PF1(AG_SS)_PFA(IS)_PN(IS).pdf |
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| Summary: | Introduction: National Medical Council (NMC) advocates for Competency-Based Medical Education (CBME). This learner-centred curriculum emphasises continuous assessment that measures competencies and provides feedback. Objective Structured Practical Examination (OSPE) provides an improved objectivity and reliability than conventional assessment method. Thus, the present study was focused to assess cognitive as well as psychomotor domains in 1st-year medical students by implementing modified OSPE.
Aim: To evaluate OSPE module for the comprehensive assessment of both theoretical knowledge and practical skills among Phase 1 medical students in biochemistry, and to evaluate students’ perception of the OSPE through a structured questionnaire.
Materials and Methods: This prospective, interventional cross-sectional study was conducted from November 2024 to January 2025 in the Department of Biochemistry at Mahavir Institute of Medical Sciences, Vikarabad, Telangana, India. A total of 126 students were recruited for the study after obtaining institutional ethical clearance (IEC No: 226/OCT/2024). All the students were taught about diabetes mellitus and estimation of Random Blood Sugar (RBS); the procedure was recorded and the video was shared with students through WhatsApp. OSPE stations were organised to estimate the RBS values and students were assessed using a prevalidated checklist. The student feedback on OSPE was solicited through a standardised questionnaire and analysed using Statistical Package for the Social Sciences (SPSS) software version 20.0.
Results: All 126 students (100%) agreed that the OSPE instructions were clear and that the procedural video was helpful. A majority, 120 (95.2%), found the time allotted to be sufficient, while 6 (4.8%) did not. Similarly, 120 (95.2%) students confirmed that the OSPE questions were covered in lectures, and 123 (97.6%) students felt that the OSPE was well organised. Overall, 124 (98.4%) students reported that the OSPE was a valuable learning experience and supported conducting similar sessions regularly. The reliability score was 0.94. The student’s performance was very good, with 125 (99.2%) students scored more than 80% in procedure station and more than 75% in response station.
Conclusion: The performance of students in the OSPE was very good, as most students scored good marks and their perception towards OSPE was more positive and opted to conduct regularly. So, the OSPE can be used as an assessment tool in formative assessment. |
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| ISSN: | 2249-782X 0973-709X |