Utility and feasibility of Objective Structured Practical Examination for formative assessment in physiology: a...

Area of Science:

• Medical Education
• Physiology Assessment

Background:

• Objective Structured Practical Examination (OSPE) is a structured, competency-based assessment method.
• Its use for formative assessment in preclinical subjects like Physiology in India is underexplored.
• The Competency-Based Medical Education (CBME) framework in India necessitates effective practical skills assessment.

Purpose of the Study:

• To evaluate the feasibility and utility of OSPE for formative assessment of practical Physiology competencies.
• To assess student perceptions of OSPE in the Indian medical education context.
• To identify strengths, weaknesses, and threats of OSPE implementation in Physiology.

Main Methods:

• A mixed-methods study involving 100 first-year MBBS students in India.
• Two OSPE assessments conducted one month apart, focusing on blood pressure measurement and neurological examination.
• Quantitative analysis of scores and qualitative analysis of student feedback via questionnaires and thematic analysis.

Main Results:

• Students showed significant improvement in the second OSPE assessment compared to the first (P < 0.001).
• High student agreement on OSPE's fairness (80%) and relevance (97.3%), with 81.3% advocating for regular use.
• Thematic analysis revealed strengths (objectivity, skill focus) and weaknesses (time constraints, limited feedback).

Conclusions:

• OSPE is a feasible and effective formative assessment tool for Physiology within India's CBME framework.
• Repeated OSPE can enhance student performance, potentially influenced by a testing effect.
• Context-specific insights highlight practical directions for sustainable OSPE integration in resource-constrained settings.