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Title: Objectively Structured Practical Examination (OSPE) in traditional examination system versus integrated modular system: Perception of teaching faculty at a Public Sector Medical College of Punjab.
Authors: Menahal, Muhammad Junaid Iqbal, Muhammad Wasim Zafar, Wajeeha Batool, Abdul Ghaffar, Rameen Zahid
Journal: The Professional Medical Journal (TPMJ)
Publisher: Independent Medical College, Faisalabad- Pakistan
Country: Pakistan
Year: 2024
Volume: 31
Issue: 7
Language: English
DOI: 10.29309/TPMJ/2024.31.07.8189
Keywords: perceptionfeedbackTraditional OSPEIntegrated Modular OSPE
Objective: To access the perception of teaching faculty regarding traditional OSPE and integrated modular OSPE. Study Design: Cross-sectional study. Setting: Sahiwal Medical College, Sahiwal. Period: February 2024 to March 2024. Methods: To collect data on the perceptions of the teaching faculty (n=29) (who were performing duty as examiners in first year professional examination), towards the newly introduced mode of assessment; integrated modular OSPE (which consists of OSPE, OSVE, PERLs and OSCE stations). Convenient sampling technique was used and a validated questionnaire was distributed through WHATSAPP in as Google form. Data was analyzed through SPSS version 20. Results: According to the teaching faculty, out of which 11(36.7%) were males and 19(63.3%) were females, integrated modular OSPE is relatively lengthy and stressful for the students 25(83.3%), while traditional OSPE is comparatively more transparent, fair, objective 17(56.7%) and in line with the curriculum 19(63.3%). Furthermore, traditional OSPE is comparatively easier to pass 23(76.7%), easier to conduct 21(70%) and also easier for the students 24(80%). According to teaching faculty, traditional OSPE has low probability of bias comparatively 20(66.6%). Conclusion: As per the perception of the selected teaching faculty. Traditional OSPE is comparatively a better mode of assessment.
To assess the perception of teaching faculty regarding traditional OSPE and integrated modular OSPE.
Cross-sectional study conducted at Sahiwal Medical College, Sahiwal, from February 2024 to March 2024. Data was collected from 30 teaching faculty members serving as examiners using a validated questionnaire distributed via Google Forms. Data was analyzed using SPSS version 20.
graph TD;
A["Ethical Approval"];
B["Data Collection via Google Form Questionnaire"];
C["Sample: Teaching Faculty"n=30""];
D["Data Entry into Excel"];
E["Data Analysis using SPSS v20/24"];
F["Perception of Traditional OSPE vs. Integrated Modular OSPE"];
G["Results Presentation"];
H["Conclusion"];
The study highlights that while integrated modular OSPE is a newer assessment method, the teaching faculty largely favored traditional OSPE due to its perceived transparency, fairness, objectivity, and ease of execution and student comprehension. Differences in perception were also noted across different academic departments.
The teaching faculty perceived the integrated modular OSPE as lengthy and stressful for students (83.3%). Traditional OSPE was considered more transparent, fair, and objective (56.7%), in line with the curriculum (63.3%), easier to pass (76.7%), easier to conduct (70%), and easier for students (80%). Traditional OSPE also had a lower probability of bias (66.6%).
Based on the perceptions of the selected teaching faculty, traditional OSPE is considered a better mode of assessment compared to the integrated modular OSPE.
1. Study Period: The study was conducted from February 2024 to March 2024. (Confirmed in text)
2. Sample Size: 30 teaching faculty members participated in the study. (Confirmed in text)
3. Integrated Modular OSPE Components: The integrated modular OSPE consists of OSPE, OSVE, PERLs, and OSCE stations. (Confirmed in text)
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