Objective Structured Practical Examination (OSPE) as a Tool for the Formative Assessment of Practical Skills in the Subject of Physiology: A Comparative Cross-Sectional Analysis

Background:Practical assessments hold a critical role in evaluating medical education. However, achieving objectivity, consistency, authenticity, reliability, and practical usefulness in student evaluations can be a formidable challenge. The Objective Structured Practical Examination (OSPE) stands out as a promising technique tailored to assess performance in a realistic educational setting. OSPE offers a unique approach to aligning assessment methods with the educational objectives of a given activity, making it possible to comprehensively gauge the attainment of pedagogical goals. Objective: This study aimed to overcome the limitations associated with traditional practical tests and explore the potential advantages of OSPE in improving the objectivity, consistency, authenticity, and reliability of student evaluations in the context of medical education. Through a comparative analysis, this research endeavors to illuminate the practical applicability of OSPE. The primary goal of this research was to introduce and assess the feasibility of employing the OSPE as a formative assessment tool for appraising the practical capabilities of Physiology students. Methodology: Fifty students from 1st year MBBS were included in this study after their written consent. They were divided into two groups of 25 students each; two practical procedures, (a) hemoglobin estimation, and (b) performing blood group. Students were assessed at two different sessions. Students of each group assessed by the conventional method in the first session were assessed by OSPE in the second session of the same practical and vice versa. At the completion of the assessment process, both students and teachers were asked to rate the various assessment techniques on a Likert scale. Student test results and instructor and student opinions were statistically examined using the paired t-test. A significance level of 0.05 was used. Results: When evaluated using the OSPE method, students obtained significantly higher mean marks (12.58±2.74) compared to the conventional assessment method (8.44±2.13). A paired t-test confirmed the statistical significance of the improvement in student performance with OSPE (p<0.0001). Student feedback indicated strong agreement (92%) that OSPE encourages greater focus on practical examinations and is an effective assessment and learning method. Teachers expressed unanimous agreement that OSPE is a more comprehensive evaluation tool (100%) and better at highlighting student strengths and weaknesses (75%). The majority of teachers (75%) believed that OSPE should be incorporated into future examinations. Conclusion: The study demonstrates that OSPE significantly enhances student performance and is well-received by both students and teachers as a more effective and comprehensive assessment method.