Students’ perceptions on OSPE in anatomy subject / Alia Md Yusof

Objective structured practical examination (OSPE) is globally implemented in medical cluster programs as a tool of assessment. OSPE in preclinical subjects, however, focuses on empowerment of theoretical competency. The aim of this study is to evaluate students’ perceptions on OSPE in anatomy subject. The study involved 26 undergraduate physiotherapy and occupational therapy students in the first semester. All students were subjected to two OSPEs within one semester. A conventional 30 stations OSPE were conducted in two batches. Survey results indicate that OSPE significantly motivates students to pay closer attention during both theoretical and practical sessions. Most students perceived OSPE as a fair and unbiased assessment method, expressing satisfaction with the marks received and the impartiality of examiners. Positive response on post-OSPE feedback highlights the effectiveness of informative feedback sessions in identifying mistakes and providing guidance for improvement. Despite its benefits, OSPE is associated with stress, and some students reported variability in marking subjective questions. Introducing mock OSPE sessions could alleviate stress and improve preparedness by familiarizing students with the format. In conclusion, while OSPE effectively promotes active learning and fair assessment, continuous improvements in its implementation are essential to address identified challenges and maximize its effectiveness as a robust assessment tool. Future research should focus on standardizing marking criteria for subjective questions, developing more effective feedback mechanisms, and exploring diverse teaching methodologies.