Cargando…

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...

Descripción completa

Detalles Bibliográficos
Autores principales: Jaswal, Shivani, Chattwal, Jugesh, Kaur, Jasbinder, Gupta, Seema, Singh, Tejinder
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Medknow Publications & Media Pvt Ltd 2015
Materias:
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
_version_ 1782387677907124224
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
work_keys_str_mv AT jaswalshivani assessmentforlearningwithobjectivelystructuredpracticalexaminationinbiochemistry
AT chattwaljugesh assessmentforlearningwithobjectivelystructuredpracticalexaminationinbiochemistry
AT kaurjasbinder assessmentforlearningwithobjectivelystructuredpracticalexaminationinbiochemistry
AT guptaseema assessmentforlearningwithobjectivelystructuredpracticalexaminationinbiochemistry
AT singhtejinder assessmentforlearningwithobjectivelystructuredpracticalexaminationinbiochemistry