Objective structured practical examination as a tool for formative assessment of first-year undergraduate medical students in physiology

ABSTRACT Context: Selecting an appropriate assessment method is an important part of a medical student’s education. Objective structured practical examination (OSPE) is a specified set of tasks that objectively assesses what students can do in a structured pattern under direct observation. Though it has been practiced in a few medical colleges in India, its use in the practical assessment in our institute is in the preparatory stage. Aims: To introduce OSPE along with the traditional practical examination (TPE), assess its outcomes by comparing students’ mean scores, and check its feasibility. Settings and Design: It was a pilot cross-sectional study conducted in the Department of Physiology, Regional Institute of Medical Sciences, Imphal from May to August 2022. Materials and Methods: Participants include first-year MBBS students of the 2020–21 batch and Residents of the Department of Physiology. Students were randomly allotted into the OSPE group and TPE group and subjected to both OSPE and TPE during the formative assessment practical examination. Participants’ feedback regarding OSPE was obtained by asking them to respond to a questionnaire. The mean scores obtained during OSPE and TPE were compared. Statistical analysis used: The SPSS 26.0 version was used to analyze the mean scores. An independent sample t -test was used. Statistical significance was set at P value <0.05. Results: A total of 54 students and eight residents participated in the study. The mean score of OSPE (14.12 ± 2.3) was significantly ( P = 0.000) higher than the TPE scores (11.2 ± 2.3). Though, statistically insignificant, males scored better in both assessment methods. Conclusion: The inclusion of OSPE is useful and feasible as a method of assessment in the physiology practical formative assessment.