From Workshop to Workplace: Evaluating the Short and Long-term Transfer of Objective Structured Clinical/Practical...

Area of Science:

• Medical Education
• Assessment in Healthcare
• Faculty Development

Background:

• Competency-Based Medical Education (CBME) adoption necessitates effective assessment tools like Objective Structured Clinical/Practical Examination (OSCE/OSPE).
• Successful implementation of OSCE/OSPE hinges on faculty training and subsequent transfer of training (TOT) to clinical practice.

Purpose of the Study:

• To evaluate immediate and long-term TOT among medical faculty after an OSCE/OSPE workshop.
• To assess knowledge retention, skill application, and impact on student learning using Kirkpatrick's model.
• To design and conduct a training workshop on OSCE/OSPE.

Main Methods:

• A 3-year prospective, interventional study involving 29 faculty members from 16 departments.
• Training conducted via a 1-day OSCE/OSPE workshop, followed by departmental implementation.
• Data collected using reflective writing, self-efficacy questionnaires, Likert scales, and open-ended responses from faculty and students.

Main Results:

• 94% of departments implemented OSCE/OSPE post-workshop, with sustained practice over 3 years.
• Trained faculty showed significant improvements in knowledge, confidence, and self-efficacy (80-90% satisfaction).
• Students reported OSCE/OSPE as more structured, equitable, less stressful, and improving confidence and skill retention.

Conclusions:

• OSCE/OSPE assessment is positively perceived by faculty, peers, and students, validating its role in CBME.
• Effective faculty training, support, and evaluation are crucial for successful and sustainable TOT.
• Continuous follow-up and institutional commitment are vital for long-term success of OSCE/OSPE implementation.