Evaluation of e-OSPE as compared to traditional OSPE: A pilot study

Area of Science:

• Medical Education Technology
• Biochemistry Assessment
• Digital Learning Tools

Background:

• Traditional Objectively Structured Clinical/Practical Examinations (OSCE/OSPE) are mainstays in graduate medical education.
• The COVID-19 pandemic necessitated innovative assessment solutions to prevent academic disruption.
• Resource-limited settings face unique challenges in adopting new educational technologies.

Purpose of the Study:

• To develop and evaluate an electronic Objectively Structured Practical Examination (e-OSPE) in Medical Biochemistry.
• To assess the reliability and feasibility of a freely available digital platform (Google Forms) for remote assessment.
• To compare student performance and gather feedback on the e-OSPE compared to traditional OSPE.

Main Methods:

• Ten interlinked and time-restricted e-OSPE stations were created using Google Forms.
• Fifty undergraduate medical students participated in the e-OSPE.
• Student scores, learner feedback, and facilitator feedback were collected and analyzed.

Main Results:

• Mean scores for e-OSPE (78.15%) and traditional OSPE (74.56%) were not statistically different (p=0.0979), indicating reliability.
• Bland Altman analysis showed 92% of student scores fell within agreeable limits between both assessment formats.
• Both learners and facilitators reported positive experiences, rating the online format as a good and well-organized alternative.

Conclusions:

• The pilot study demonstrates that e-OSPE is a reliable and effective alternative to traditional OSPE, particularly when in-person evaluations are not feasible.
• Freely available digital tools like Google Forms can successfully facilitate remote medical education assessments, even in resource-constrained environments.
• The e-OSPE format offers a valuable solution for maintaining academic continuity during public health crises.