Dissanayake A S, Ali B A, Nayar U
Department of Physiology, College of Medicine and Medical Sciences, King Faisal University, Saudi Arabia.
Med Teach. 1990;12(3-4):297-304. doi: 10.3109/01421599009006634.
The Department of Physiology at the College of Medicine and Medical Sciences, King Faisal University (KFU) had serious concerns about the effectiveness of the practical classes in motivating student learning and in achieving the objectives of these practicals. A new form of evaluation, the objective structured practical examination (OSPE) was introduced in June 1987. At KFU, the introduction of OSPE has led to a marked improvement in the mean scores for the laboratory component of the final examinations in the physiology courses. Such an improvement was not consistently observed in the other components of the examinations. Performance in stations evaluating skills was in general better than in those testing analytical and interpretive abilities. Female students performed significantly better in OSPE than male students in 4/5 and 3/5 physiology I and II examinations. Such gender differences were not observed in the written examinations.
费萨尔国王大学（KFU）医学院与医学科学学院的生理学系，对实践课程在激发学生学习积极性以及实现这些实践目标方面的有效性深感担忧。1987年6月引入了一种新的评估形式，即客观结构化实践考试（OSPE）。在KFU，OSPE的引入使生理学课程期末考试实验室部分的平均成绩有了显著提高。在考试的其他部分，这种提高并不一致。评估技能的站点表现总体上优于测试分析和解释能力的站点。在生理学I和II考试的五分之四和五分之三场次中，女生在OSPE中的表现明显优于男生。在笔试中未观察到这种性别差异。
