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Year : 2016  |  Volume : 48  |  Issue : 7  |  Page : 47--51

Introducing objective structured practical examination as a method of learning and evaluation for undergraduate pharmacology

Kirti Vishwakarma1, Mukesh Sharma2, Prithpal Singh Matreja1, Vishal Prakash Giri1 
1 Department of Pharmacology, TMMC & RC, Moradabad, Uttar Pradesh, India
2 Department of Community Medicine, TMMC & RC, Moradabad, Uttar Pradesh, India

Correspondence Address:
Kirti Vishwakarma
Department of Pharmacology, TMMC & RC, Moradabad, Uttar Pradesh
India

Objective: Assessment method can influence student learning. Use of objective structured practical examination (OSPE) has been reported in various institutes with great benefits. We evaluated OSPE for the assessment of practical skills in pharmacology examination for undergraduate medical students and compared it with conventional practical examination (CPE). Materials and Methods: After sensitizing the 2nd year MBBS students to OSPE, the students were divided into four batches with twenty students in each batch. Students were assessed by attending five OSPE stations, each for duration of 5 min. The effectiveness was assessed through a student’s feedback questionnaire and was checked for its reliability by Cronbach’s alpha. The result of OSPE was compared with that of CPE of the same batch. Results: Cronbach’s alpha of the feedback questionnaire was 0.71, with high internal consistency. The feedback given was categorized into three domains: cognitive, psychomotor, and affective, and an assessment was also done for its further use. In cognitive domain, 74% of the students felt that the questions asked and the syllabus taught were well correlated. In psychomotor domain, 81% agreed that it is excellent for assessing the applied part of the subject. Seventy percent of students opined that it was associated with lesser stress than CPE. On overall assessment, 76% rated this methodology as good/satisfactory and 23% as excellent in terms of better scoring. There was a significant difference in the mean score between the results of OSPE and CPE (P < 0.001, df = 158, confidence interval = 95%). Conclusion: OSPE is a feasible and skill enhancing tool for the assessment in pharmacology examinations for undergraduate students. Key message: OSPE (Objective structured Practical Examination) is a feasible, meaningful and skill enhancing tool for assessment in pharmacology for undergraduate students. There are several benefits of OSPE as an assessment method including objectivity and uniformity in assessment of students.


How to cite this article:
Vishwakarma K, Sharma M, Matreja PS, Giri VP. Introducing objective structured practical examination as a method of learning and evaluation for undergraduate pharmacology.Indian J Pharmacol 2016;48:47-51


How to cite this URL:
Vishwakarma K, Sharma M, Matreja PS, Giri VP. Introducing objective structured practical examination as a method of learning and evaluation for undergraduate pharmacology. Indian J Pharmacol [serial online] 2016 [cited 2020 Jun 4 ];48:47-51
Available from: http://www.ijp-online.com/article.asp?issn=0253-7613;year=2016;volume=48;issue=7;spage=47;epage=51;aulast=Vishwakarma;type=0