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Related Experiment Video

Updated: Jun 12, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Knowledge rather than language proficiency affects achievement scores in interactive objectively structured

Junaid Sarfraz Khan¹, Saima Tabasum, Syed Jawad Ali Shah

¹Department of Examinations, University of Health Sciences, Lahore, Pakistan. junaidsarfraz@hotmail.com

Journal of Ayub Medical College, Abbottabad : JAMC

|June 8, 2010

Summary

This summary is machine-generated.

Subject knowledge, not language proficiency, significantly impacts Oral Structured Performance Evaluation (OSPE) scores in medical exams. This study found that strong understanding of the material is the key predictor of success in interactive assessments.

Related Experiment Videos

Last Updated: Jun 12, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Area of Science:

Medical Education
Assessment Methods

Background:

A common belief suggests language proficiency influences Oral Structured Performance Evaluation (OSPE) scores, particularly in interactive stations.
This study investigates the impact of language skills on student performance in medical examinations.

Purpose of the Study:

To determine if language proficiency affects student performance in the interactive component of the Oral Structured Performance Evaluation (OSPE).
To compare the influence of subject knowledge versus English language skills on OSPE outcomes.

Main Methods:

The study analyzed data from 1457 candidates in the 2nd Professional Medical Examinations (2007).
Multiple Linear Regression Analysis was used to compare OSPE scores with written exam scores and Higher Secondary School Certificate (HSSC) English scores.

Main Results:

Subject knowledge, indicated by written exam scores, positively and significantly influenced OSPE performance (p < 0.05).
Language proficiency, indicated by HSSC English scores, showed a small, statistically insignificant positive influence overall and in public medical colleges (p = 0.231, 0.639).
In private medical colleges, language proficiency had a small, statistically insignificant negative influence (p = 0.936).

Conclusions:

Command over the subject content is the primary determinant of achievement in OSPE.
Language proficiency does not significantly impact performance in the interactive OSPE component.