Exposure to Repeated Mini-objective Structured Practical Examinations as A Formative Assessment Tool to the Students and Faculty in Physiology Practicals.
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Date
2016-01
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Abstract
The study aimed to look at the influence of mini-Objective Structured Practical Examinations (OSPEs) as
a formative assessment tool for students and teachers. All first year MBBS students of 2013-14 batch of
St. John’s Medical College (n=60) went through four mini-OSPE sessions consisting of 5 sets of 6 stations
each during 3 months of hematology practicals and final OSPE after 2 months. Feedback of the students
and faculty was obtained. The students were categorized into tertiles based on the cumulative scores
obtained in the first three-OSPEs and final-OSPE session and were significantly associated from Chi square
test. [c2(4, N=54) =15.2, p=0.004]. Low performers with high probability of performing poorly were recognized
early in the term. High performers largely remained soandmid performersshowed highly variable performance.
The feedback obtained supported the role of OSPE as a formative assessment tool. Thus, OSPE could be
used as a formative tool for students and teachers.
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Savitha D. and Sandhya T. Avadhany. Exposure to Repeated Mini-objective Structured Practical Examinations as A Formative Assessment Tool to the Students and Faculty in Physiology Practicals. Indian Journal of Physiology and Pharmacology. 2016 Jan-Mar; 60(1): 113-119.