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Exposure to Repeated Mini-objective Structured Practical Examinations as A Formative Assessment Tool to the Students
Abstract:
The study aimed to look at the influence of mini-Objective Structured Practical Examinations (OSPEs) as a formative assessment tool for students and teachers. All first year MBBS students of 2013-14 batch of St. John’s Medical College (n=60) went through four mini-OSPE sessions consisting of 5 sets of 6 stations each during 3 months of hematology practicals and final OSPE after 2 months. Feedback of the students and faculty was obtained. The students were categorized into tertiles based on the cumulative scores obtained in the first three-OSPEs and final-OSPE session and were significantly associated from Chi square test. [c2(4, N=54) =15.2, p=0.004]. Low performers with high probability of performing poorly were recognized early in the term. High performers largely remained so and mid performers showed highly variable performance. The feedback obtained supported the role of OSPE as a formative assessment tool. Thus, OSPE could be used as a formative tool for students and teachers.
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