Acceptability, Feasibility and Feedback Analysis of Perception for Objective Structured Practical Examination As An Assessment Tool in Undergraduate in Competency Based Medical Education

摘要

Background: There is an increasing tendency to use Objective Structured Practical examination (OSPE) as an evaluation tool of practical performance in medical education. Aim and Objectives: The objective of the present study was to determine the acceptability and feasibility of OSPE as an assessment tool of formative examination by feedback analysis in the microbiology nd subject in 2 year MBBS undergraduate students and to discuss the pros and cons of OSPE method. Material and Methods: A well organized comprehensive ten OSPE stations were arranged to assess the practical nd skills of 2 year MBBS students in the department of microbiology. The practical performance skill of 50 second year undergraduate MBBS students were assessed by OSPE for microbiology subject by creating 10 structured stations of OSPE. The stations were written so as to cover major important practical nd microbiology topics of 2 year MBBS. The practical tasks chosen for the OSPE were mapped as per learning objectives of the course and the expected level of learning of the students. Results: A qualitative feedback from the examiners/ observers and the students was taken to assess acceptability feasibility of OSPE assessment. The examiners and the students were asked to rate OSPE by five point Likert scale Questionnaires. For the majority of students (92%) and examiners/ observers (100%) OSPE session was acceptable (p 0.001). All examiners perceived OSPE method as feasible assessment tool (p 0.001). Majority of the examiners and the students were in agreement or strongly in agreement in Likert scale rating for feedback analysis of OSPE session. There was no significant statistical difference among students and examiners/observers (Chi-squre:1.5184; DF:5; p= 0.8234). Conclusions: The OSPE is reliable and reproducible practical assessment tool and yields dependable information about the practical performance capabilities and competence of individual student and can be used as an additional assessing tool in competency based medical education. We favor introduction of OSPE method of evaluation in our setup as it covers all domains and different aspects.