Change in knowledge, perception, and attitude of faculty toward designing Objective Structured Practical Examinations (OSPE)

Abstract

 Background: The implementation of Objective Structured Practical Examination (OSPE) in medical education, a key component of competency-based medical education (CBME), faces challenges in implementation as most of the faculty members are accustomed to traditional methods of assessment such as spotters and struggle to grasp its true nature. Despite being introduced as a structured assessment tool in 2019, many medical colleges in India still use spotters under the guise of OSPE, limiting assessment to lower cognitive levels. This study addresses the perceptions and attitudes of faculty towards OSPE, highlighting the need for better understanding and integration to fully realize its potential in assessing practical skills in medical students.Aim and Objectives: The main aim of present study is to address the apprehensions and challenges of the faculty related to designing of OSPE stations, training them in designing OSPE stations, and preparing stations for future practical examinations. Results: The study included phase I biochemistry faculty members and demonstrators from different government medical colleges in Haryana, with pre and post-workshop questionnaires validated for reliability (Pre: α=0.84, Post: α=0.74). Response to the questionnaire were scored 1–5 on a five-point Likert scale and analyzed. Statistical analysis confirmed a significant positive impact (p < 0.05), emphasizing a positive influence of the workshop on participants' perceptions and skills in relation to OSPE. Discussion: This study addresses the knowledge gap in authentic OSPE station design despite abundant studies on OSPE. A workshop intervention positively impacted participants' perceptions and skills. Participants favored OSPE over Traditional Practical Examination (TPE), emphasizing its educational benefits and bias reduction. Challenges, including time constraints and manpower issues, were discussed with solutions during FGD. This pioneering effort in biochemistry lays the foundation for OSPE development. Conclusion: The study contributes to filling a critical knowledge gap in the authentic design of OSPE stations in biochemistry. Despite challenges acknowledged during the workshop, the intervention yielded positive outcomes, and solutions were proposed for identified challenges. Emphasizing the importance of meticulous OSPE station design is crucial for ensuring an accurate and comprehensive evaluation of practical competencies in the field of biochemistry.