Traditional Clinical Examination vs Objective Structured Practical Examination in Physiology of 1st Year MBBS Students: Examiner's Bias
Authors/Creators
- 1. Assistant Professor, Department of Physiology, Tripura Medical College & Dr. B.R. Ambedkar Memorial Teaching Hospital, Agartala
- 2. Assistant Professor, Department of Biochemistry, Tripura Medical College & Dr. B.R. Ambedkar Memorial Teaching Hospital, Agartala
- 3. Associate Professor, Department of Physiology, Tripura Medical College & Dr. B.R. Ambedkar Memorial Teaching Hospital, Agartala
Description
Objective: The competency-based medical curriculum put in place in 2019 places a strong emphasis on assessment frameworks that are in line with the teaching-learning process. The learning process is driven by evaluation, hence assessment methods must be impartial, consistent, dependable, and valid. Conventional practical testing is less objective, more susceptible to examiner bias, and less valid and reliable. OSPE has been recommended as a tool for CBME use because it meets the requirements for the optimal assessment tool. Nevertheless, OSPE is not commonly utilized in our nation. Method: The performance of one MBBS student in the regular practical exam and the OSPE was compared in this study, and the students’ attitudes regarding it were assessed. There were 100 1st year MBBS students from the 2021–22 class. The topic of “Blood sugar Estimation” was evaluated using standard and OSPE methods. Two observer stations and three response stations were used for OSPE. MS Excel was used to determine the mean and analyze it for statistical significance. The same students were given a well-designed questionnaire, and responses to the OSPE method were received. Results: The mean ratings for the standard format and OSPE differed statistically significantly (P <0.002). According to an analysis of student comments, more students thought that OSPE was better in terms of scoring, passing, and accommodating psychomotor domain evaluation. Many students said OSPE was more practical and comfortable than the standard exam format. The majority of students said OSPE should be preserved as a form of assessment in internal and university exams because they did not find it to be intimidating. Conclusion: This study found that OSPE scores were superior to those from the conventional format. By integrating the cognitive, psychomotor, and affective domains, OSPE decreased examiner bias. So, it is concluded that OSPE, albeit being labor- and time-intensive, should be used as an assessment tool.
Abstract (English)
Objective: The competency-based medical curriculum put in place in 2019 places a strong emphasis on assessment frameworks that are in line with the teaching-learning process. The learning process is driven by evaluation, hence assessment methods must be impartial, consistent, dependable, and valid. Conventional practical testing is less objective, more susceptible to examiner bias, and less valid and reliable. OSPE has been recommended as a tool for CBME use because it meets the requirements for the optimal assessment tool. Nevertheless, OSPE is not commonly utilized in our nation. Method: The performance of one MBBS student in the regular practical exam and the OSPE was compared in this study, and the students’ attitudes regarding it were assessed. There were 100 1st year MBBS students from the 2021–22 class. The topic of “Blood sugar Estimation” was evaluated using standard and OSPE methods. Two observer stations and three response stations were used for OSPE. MS Excel was used to determine the mean and analyze it for statistical significance. The same students were given a well-designed questionnaire, and responses to the OSPE method were received. Results: The mean ratings for the standard format and OSPE differed statistically significantly (P <0.002). According to an analysis of student comments, more students thought that OSPE was better in terms of scoring, passing, and accommodating psychomotor domain evaluation. Many students said OSPE was more practical and comfortable than the standard exam format. The majority of students said OSPE should be preserved as a form of assessment in internal and university exams because they did not find it to be intimidating. Conclusion: This study found that OSPE scores were superior to those from the conventional format. By integrating the cognitive, psychomotor, and affective domains, OSPE decreased examiner bias. So, it is concluded that OSPE, albeit being labor- and time-intensive, should be used as an assessment tool.
Files
IJPCR,Vol15,Issue3,Article171.pdf
Files
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Additional details
Dates
- Accepted
-
2023-03-26
Software
- Repository URL
- https://impactfactor.org/PDF/IJPCR/15/IJPCR,Vol15,Issue3,Article171.pdf
- Development Status
- Active
References
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