1Associate Professor, Gulbarga Institute of Medical Sciences, Karnataka
2Professor & HOD, Dept. Anatomy, Azeezia Institute of Medical Sciences & Research Centre, Kerala
3Assistant Professor, Dept. Anatomy, Azeezia Institute of Medical Sciences & Research Centre, Kerala
4Assistant Professor, Dept. of Physiology, Little Flower Institute of Medical Sciences & Research, Kerala
5Assistant Professor, Dept. of Biochemistry, GEMS Hospital, Srikakulam, Andhra Pradesh
*Corresponding Author: Rajkumar KR, Associate Professor, Dept. Anatomy, Gulbarga Institute of Medical Sciences, Karnataka. Email: rajkumarkr79@gmail.com
Online published on 25 May, 2017.
The objective structured practical examination (OSPE) is a well accepted tool in practical examinations for both Pre-and Para-clinical subjects. OSPE has been implemented as a part and parcel in practical examinations in most of the advanced countries as it is an effective method to assess the clinical skills of the students.
The present study was aimed to assess the student's perception about OSPE implementation in practical examination of Anatomy, Physiology and Biochemistry.
The present study was conducted in 100 male (n=40) and female (n=60) first year medical students. OSPE of Anatomy, Physiology and Biochemistry were prepared in consultation with experts and conducted practical exams using them. A standard questionnaire was used to obtain students perceptions on OSPE.
Majority of the students favored implementation of OSPE in the context of scoring and improving thinking and eliminating bias. However, student's favorable and unfavorable response on stress levels was almost same.
Based on student's feedback, we recommend multi center studies in this area to recommend implementation of OSPE in the curriculum for the benefit of students.
Anatomy, Biochemistry, Physiology, OSPE, Students perception
