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Assessment for learning with Objectively Structured Practical Examination in Biochemistry
CONTEXT: Despite a radical shift in assessment methodologies over the last decade, the majority of medical colleges still follow the Traditional Practical Examination (TPE). TPE raises concerns about examiner variability, standardization, and uniformity of assessment. To address these issues and in...
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Medknow Publications & Media Pvt Ltd
2015
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4552072/ https://www.ncbi.nlm.nih.gov/pubmed/26380217 http://dx.doi.org/10.4103/2229-516X.162285 |
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author | Jaswal, Shivani Chattwal, Jugesh Kaur, Jasbinder Gupta, Seema Singh, Tejinder |
author_facet | Jaswal, Shivani Chattwal, Jugesh Kaur, Jasbinder Gupta, Seema Singh, Tejinder |
author_sort | Jaswal, Shivani |
collection | PubMed |
description | CONTEXT: Despite a radical shift in assessment methodologies over the last decade, the majority of medical colleges still follow the Traditional Practical Examination (TPE). TPE raises concerns about examiner variability, standardization, and uniformity of assessment. To address these issues and in line with the notion of assessments as motivating what and how students learn, Objectively Structured Practical Examination (OSPE) was introduced, as an assessment modality. Despite its usefulness, awareness and motivation to use the same, still needs to be probed. AIMS: To implement OSPE in the assessment of practical skills in biochemistry, and to know student and faculty perspectives regarding OSPE. SETTINGS AND DESIGN: OSPE was introduced at the stage of formative assessment of practical skills, for 94 year one MBBS students. SUBJECTS AND METHODS: Students were divided into two groups; the first group was evaluated by the traditional method and the second by OSPE. Students were crossed over on a second examination. The mean score obtained by both the methods was compared statistically. Students and faculty perspectives regarding OSPE were obtained by a questionnaire. Student performance was compared using “Bland–Altman technique,” and Student's t-test. RESULTS: The mean scores of students was found to be significantly higher (P < 0.0001) when assessed with OSPE as compared to TPE. Number of students achieving >70% marks was also significantly higher with OSPE. Validity was supported by a significant correlation coefficient of comparison of marks by the two methods. Feedback from students and faculty indicated that they endorsed OSPE. CONCLUSIONS: This evaluation demonstrated the need for a structured approach to assessment. Going in line with the notion that assessment drives learning, introducing OSPE would help tailoring teaching-learning to optimize student satisfaction and learning. |
format | Online Article Text |
id | pubmed-4552072 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2015 |
publisher | Medknow Publications & Media Pvt Ltd |
record_format | MEDLINE/PubMed |
spelling | pubmed-45520722015-09-14 Assessment for learning with Objectively Structured Practical Examination in Biochemistry Jaswal, Shivani Chattwal, Jugesh Kaur, Jasbinder Gupta, Seema Singh, Tejinder Int J Appl Basic Med Res Original Article CONTEXT: Despite a radical shift in assessment methodologies over the last decade, the majority of medical colleges still follow the Traditional Practical Examination (TPE). TPE raises concerns about examiner variability, standardization, and uniformity of assessment. To address these issues and in line with the notion of assessments as motivating what and how students learn, Objectively Structured Practical Examination (OSPE) was introduced, as an assessment modality. Despite its usefulness, awareness and motivation to use the same, still needs to be probed. AIMS: To implement OSPE in the assessment of practical skills in biochemistry, and to know student and faculty perspectives regarding OSPE. SETTINGS AND DESIGN: OSPE was introduced at the stage of formative assessment of practical skills, for 94 year one MBBS students. SUBJECTS AND METHODS: Students were divided into two groups; the first group was evaluated by the traditional method and the second by OSPE. Students were crossed over on a second examination. The mean score obtained by both the methods was compared statistically. Students and faculty perspectives regarding OSPE were obtained by a questionnaire. Student performance was compared using “Bland–Altman technique,” and Student's t-test. RESULTS: The mean scores of students was found to be significantly higher (P < 0.0001) when assessed with OSPE as compared to TPE. Number of students achieving >70% marks was also significantly higher with OSPE. Validity was supported by a significant correlation coefficient of comparison of marks by the two methods. Feedback from students and faculty indicated that they endorsed OSPE. CONCLUSIONS: This evaluation demonstrated the need for a structured approach to assessment. Going in line with the notion that assessment drives learning, introducing OSPE would help tailoring teaching-learning to optimize student satisfaction and learning. Medknow Publications & Media Pvt Ltd 2015-08 /pmc/articles/PMC4552072/ /pubmed/26380217 http://dx.doi.org/10.4103/2229-516X.162285 Text en Copyright: © International Journal of Applied and Basic Medical Research http://creativecommons.org/licenses/by-nc-sa/3.0 This is an open access article distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License, which allows others to remix, tweak, and build upon the work non-commercially, as long as the author is credited and the new creations are licensed under the identical terms. |
spellingShingle | Original Article Jaswal, Shivani Chattwal, Jugesh Kaur, Jasbinder Gupta, Seema Singh, Tejinder Assessment for learning with Objectively Structured Practical Examination in Biochemistry |
title | Assessment for learning with Objectively Structured Practical Examination in Biochemistry |
title_full | Assessment for learning with Objectively Structured Practical Examination in Biochemistry |
title_fullStr | Assessment for learning with Objectively Structured Practical Examination in Biochemistry |
title_full_unstemmed | Assessment for learning with Objectively Structured Practical Examination in Biochemistry |
title_short | Assessment for learning with Objectively Structured Practical Examination in Biochemistry |
title_sort | assessment for learning with objectively structured practical examination in biochemistry |
topic | Original Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4552072/ https://www.ncbi.nlm.nih.gov/pubmed/26380217 http://dx.doi.org/10.4103/2229-516X.162285 |
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