Thenmozhi R¹,
Selva Sudar Vinojini²
¹Professor,
Department of Physiology,
Government Vellore Medical College.
²Post Graduate,
Department of Physiology,
Tirunelveli Medical College,
Tirunelveli,
Tamil Nadu, India.

Abstract

• Introduction: Globalization of education and healthcare system is to provide a good quality of medical education to the students. Practicing uniformity in the basic level competencies and assessment of newer learning experiences will be of less stress to the learners. The aim of a formative assessment is to identify areas that may need improvement.At present very limited percentage of marks to OSPE has been allotted in Formative and Summative Assessment.
• Aim: evaluatethe effectiveness of OSPE as an assessment tool.
• Materials and Methods: This was a Cross-sectional study and done after getting the approval from the Institutional Ethics Committee. 250 I MBBS students of 2019 batch were divided into two groups. One group was given OSPE and the other with the routine procedureTPE. The procedures for OSPE were discussed with the faculty and the laboratory technicians. A detailed Checklist was prepared for each procedural station and were scrutinized by the faculty.
• Results: The mean scores obtained by both groups of OSPE and TPE were compared using paired t test. p value was obtained which was 0.001 and was highly significant. Scoring of marks with OSPE was better. The feedback form implies that OSPE pattern was more objective, it tested the clinical skills and acquiring knowledge was better.
• Conclusion: OSPE assesses all three domains of learning. It can be used as a tool in the formative and summative assessment to achieve the higher standards.

Keywords: assessment check list, clinical skills, feedback, objective structured practical examination, questionnaire