Practical skills evaluation of undergraduate medical students by an objective structured practical examination (OSPE): An effective tool for formative assessment in microbiology

Background: Objective structured practical examination (OSPE) has ended up being a decent choice to beat traps of customary technique for evaluation. OSPE is not typically used in medical colleges in India in view of requirements of assets. Consequently, the two teachers and students are very little mindful of the OSPE model. Consequently, we led this examination to make mindfulness on the OSPE strategy and break down Student’s assessment with respect to the technique. Aims and Objectives: This study was conducted to know how the subjectivity of conventional practical methods of evaluation in medical education is overcome in OSPE. Materials and Methods: A total of 130 second-year professional MBBS students were included in the study. The skills of the medical students were assessed on the basis of their performance. Four stations were formed, of which two were procedure stations and other response stations. Students were evaluated using the OSPE model. OSPE additionally broke down to see the lacuna in any progression or any inquiry with respect to students. Traditional techniques and procedural and response stations in OSPE were investigated to learn the knowledge, skill, and competency of students in this subject. Student’s opinion about the new method was collected through a questionnaire and analyzed. Results: A total of 130 students from MBBS’ second professional year were included in the study. Of which, 91.54% of students felt that they were given adequate time at each station adequate, 71.54% responded that they were prior sensitized about OSPE, 93.08% responded that the exam was not stressful, 94.62% said that the OSPE was very much organized, applicable, and uniform, 80.77% said that the exam covers the appropriate knowledge than the traditional examination, and 76.15% opined that such type of exams should be included in the future as a method of formative assessment in practical examination. Conclusion: It was proved in this study that OSPE had overcome the subjectivity in conventional methods. The students showed lacunae in some steps of the exercise, which were informed to the teachers for more concentration on those steps. The students had good knowledge and skills but less competency, our study highlights the implementation of OSPE for formative assessment in the curriculum of undergraduate medical education, so that students can achieve more skills and knowledge to improve their competency