Kundu Dipankar, Das H N, Sen Gargi, Osta Manish, Mandal T, Gautam Divyendu
Department of Biochemistry, Medical College, Kolkata, India.
J Nat Sci Biol Med. 2013 Jan;4(1):103-7. doi: 10.4103/0976-9668.107268.
Undergraduate medical examination is undergoing extensive re evaluation with new core educational objectives being defined. Consequently, new exam systems have also been designed to test the objectives. Objective structured practical examination (OSPE) is one of them.
To introduce OSPE as a method of assessment of practical skills and learning and to determine student satisfaction regarding the OSPE. Furthermore, to explore the faculty perception of OSPE as a learning and assessment tool.
The first M.B.B.S students of 2011 12 batch of Medical College, Kolkata, were the subjects for the study. OSPE was organized and conducted on "Identification of Unknown Abnormal Constituents in Urine." Coefficient of reliability of questions administered was done by calculating Cronbach's alpha. A questionnaire on various components of the OSPE was administered to get the feedback.
16 students failed to achieve an average of 50% or above in the assessment. However, 49 students on an average achieved >75%, 52 students achieved between 65% and 75%, and 29 students scored between 50% and 65%. Cronbach's alpha of the questions administered showed to be having high internal consistency with a score of 0.80. Ninety nine percent of students believed that OSPE helps them to improve and 81% felt that this type of assessment fits in as both learning and evaluation tools. Faculty feedback reflected that such assessment tested objectivity, measured practical skills better, and eliminated examiner bias to a greater extent.
OSPE tests different desired components of competence better and eliminated examiner bias. Student feedback reflects that such assessment helps them to improve as it is effective both as teaching and evaluation tools.
本科医学考试正在经历广泛的重新评估，新的核心教育目标正在被界定。因此，也设计了新的考试系统来测试这些目标。客观结构化实践考试（OSPE）就是其中之一。
引入OSPE作为一种评估实践技能和学习情况的方法，并确定学生对OSPE的满意度。此外，探讨教师对OSPE作为一种学习和评估工具的看法。
加尔各答医学院2011 - 2012批次的第一批医学学士学生是本研究的对象。组织并开展了关于“尿液中未知异常成分鉴定”的OSPE。通过计算克朗巴哈系数来确定所设问题的信度。发放了一份关于OSPE各个组成部分的问卷以获取反馈。
16名学生在评估中平均成绩未达到50%及以上。然而，49名学生平均成绩>75%，52名学生成绩在65%至75%之间，29名学生成绩在50%至65%之间。所设问题的克朗巴哈系数显示具有较高的内部一致性，得分为0.80。99%的学生认为OSPE有助于他们提高，81%的学生觉得这种评估方式作为学习和评估工具都很合适。教师反馈表明，这种评估方式测试更客观，能更好地衡量实践技能，并且在很大程度上消除考官偏见。
OSPE能更好地测试能力的不同期望组成部分，并消除考官偏见。学生反馈表明，这种评估方式有助于他们提高，因为它作为教学和评估工具都很有效。
