A BRIEF OVERVIEW REGARDING VARIOUS ASPECTS OF OBJECTIVE STRUCTURED PRACTICAL EXAMINATION (OSPE): Modifications as Per Local Needs

Abstract

In view of the large turn out for admissions in medical institutions, considerably more and larger groups of students have been admitted in various programs. Consequently, we are facing multiple problems in teaching and examinations. Most of the institutions are still using the same conventional practical examination, adopted long time ago. While, the deficiencies observed in this examination are well known. The objectivity and validity in practical examination like any other examination is necessary to be observed. Therefore, adoption of a valid method for practical examination is needed for the evaluation of individual competencies of students with reliability.

OSPE is useful for any subject and the main benefit of OSPE is that both the examination process and the examinee are evaluated by giving importance to the individual competencies. OSPE can also examine both the clinical and experimental skills, better than a conventional examination. There is objectivity in OSPE and the standard to check the competencies are made earlier and agreed check lists are used for marking and evaluation. Similarly, there is no room for subjective questions, only objective questions are asked in response stations. However, those institutions having computer assisted practical softwares^8,9 or practical simulation equipments for various body systems, can be used best in OSPE. This examination removes the variability of experiments and examiner for a group of students or a class studying the same subject and thus it enhances the validity of exam.