Development Of Ospe Module In Anatomy For Phase I Medical Undergraduates

Abstract

Background The Objective Structured Practical Examination (OSPE) has emerged as a structured and reliable tool to assess anatomy skills within a competency-based framework. Despite its advantages, the lack of clear implementation guidelines presents a challenge. This study aimed to develop and implement an OSPE module as a formative assessment tool for first-year MBBS students and also to assess the perception learners and facilitators about this assessment tool.

Methodology We developed a module for implementation of OSPE   which was followed by implementation & feedback from learners and facilitators for MBBS batch (2024). Each OSPE session consisted of 12 stations, including six response stations, four observer stations, and two rest stations. Student and faculty feedback was collected via a structured Likert-scale questionnaire, and performance scores were analyzed using a paired sample t-test.

Results Mean scores of OSPE in both the sessions (28.43 ± 7.5, 36.33±7.7) were significantly higher than in traditional practical exams (23.38 ± 7.6,30.68±7.4), with a p-value <0.00,with indicating better performance in OSPE.84% of students agreed that the time allocated per station was adequate. 88.7% felt that OSPE tested a broad range of knowledge and skills.80% of faculty members endorsed OSPE as a fairer and more objective assessment method.87% of students supported OSPE’s continuation as an evaluation tool.

Conclusion The current study confirms OSPE as an effective and well-received assessment tool in anatomy education.