CONVENTIONAL/TRADITIONAL PRACTICAL EXAMINATION (CPE/TDPE) VERSUS OBJECTIVE STRUCTURED PRACTICAL EVALUATION (OSPE)/SEMI OBJECTIVE STRUCTURED PRACTICAL EVALUATION (SOSPE)

Abstract

Background: Objective Structured Practical Evaluation (OSPE) was derived from Objective Structured Clinical Evaluation (OSCE) and modified by Harden (1975–79). OSPE and OSCE are considered by some a gold standard for assessing pre-clinical and clinical laboratory skills respectively whereas others plead to benefit from SOSPE. Objective: To assess the validity of OSPE over Traditional Practical Examination (TDPE) as a system of assessment. Methods: The score of 89 undergraduate students was analyzed at the Department of Physiology, CMH Lahore Medical College after conduction of  TDPE and OSPE examinations (2007–08) introduced by the University of Health Sciences, Lahore. The TDPE included subjective practical examination whereas the OSPE involved Objective Non-Observed and Observed Stations. Results:  Unlike the results of some Asian Medical Colleges, the mean score of TDPE was found to be significantly higher than that of OSPE but like others the correlation was weak indicating that they both test different abilities. The student's attitude towards OSPE was found to be positive, though they found the Observed Stations difficult due to fear/anxiety of being observed. Individual deficiency and competency was discovered. OSPE appeared to be a valid index of the learning attitude of students throughout the year. Conclusions: OSPE was found to be a valuable tool to check the depth of understanding. Its practice in routine classes and standardization is imperative. Future prospects: Incorporation of structured OSPEs in the practical syllabi along with the addition of new experiments in the deficient areas of Renal, Gastro-intestinal, Reproductive, Endocrine and Electro-Physiology may help in improved products.