Rajani Monika, Ghewade Babaji
Department of Microbiology, Career Institute of Medical Sciences and Hospital, IIM road, Lucknow, Uttar Pradesh, India.
Department of Respiratory Medicine, J N Medical College, Wardha Sciences and Hospital, Wardha, Maharashtra, India.
J Adv Med Educ Prof. 2020 Jul;8(3):121-126. doi: 10.30476/jamp.2020.86029.1210.
Objective Structured Practical Examination (OSPE) is a comprehensive tool for assessment. We wanted to improve our assessment methods and make it a more competence-based evaluation. Thus this study was designed to compare the effectiveness of Objective Structured Practical Examination with that of Conventional Practical Examination.
This interventional study was carried out in Department of Microbiology atCIMSH, Lucknow over six months from October 2019 till March 2020. One hundredsecond year MBBS students were enrolled. The students were divided into two groups offifty for the conventional examination group (controls) and the OSPE group.On the first day, the cases appeared for OSPE while the controls for conventional examination.On the second day, the groups were crossed over. The students appearing for OSPEwere assessed by their scores at different stations. Feedback forms with a prestructured questionnaire were given to the students and the examiners after OSPE on both days to record their perceptions. Finally, the students' scores were tabulated and comparedstatistically. Microsoft Excel and SPSS were used for data analysis. The data was presented as percentages, mean and standard deviation. Student t test was used and the significance was checked, using p value <0.05.
Overall in OSPE, the students scored higher and the result was statisticallysignificant. The proportion of students in higher marks range was more for OSPE thanthat for the conventional method. The difference was statistically significant (p<0.001).Feedback taken from examiners as well as from the students in the form of astructured questionnaire to analyze their perceptions was very encouraging.
OSPE is a comprehensive assessment modality for practical evaluationof MBBS students. OSPE proved to be an effective tool that improved the students'scores in microbiology.
客观结构化实践考试（OSPE）是一种全面的评估工具。我们希望改进评估方法，使其成为更基于能力的评价。因此，本研究旨在比较客观结构化实践考试与传统实践考试的有效性。
本干预性研究于2019年10月至2020年3月在勒克瑙市CIMSH微生物学系进行，为期六个月。招募了100名医学学士二年级学生。学生被分为两组，每组50人，分别为传统考试组（对照组）和OSPE组。第一天，OSPE组的学生参加考试，对照组进行传统考试。第二天，两组交叉。参加OSPE的学生通过在不同站点的得分进行评估。在两天的OSPE考试后，向学生和考官发放了带有预结构化问卷的反馈表，以记录他们的看法。最后，将学生的成绩制成表格并进行统计学比较。使用Microsoft Excel和SPSS进行数据分析。数据以百分比、均值和标准差表示。使用学生t检验，并通过p值<0.05来检验显著性。
总体而言，在OSPE考试中，学生得分更高，结果具有统计学显著性。OSPE考试中高分段学生的比例高于传统考试方法。差异具有统计学显著性（p<0.001）。以结构化问卷的形式从考官和学生那里收集的反馈，用于分析他们的看法，结果非常令人鼓舞。
OSPE是对医学学士学生实践评估的一种全面评估方式。OSPE被证明是一种有效的工具，提高了学生在微生物学方面的成绩。
