A model pattern of Clinical Teaching and Learning, Team Objective Structured Bedside Assessment (TOSBA); Perception of Medical Undergraduates in Obstetrics and Gynecology Department.

Article Information

Title: A model pattern of Clinical Teaching and Learning, Team Objective Structured Bedside Assessment (TOSBA); Perception of Medical Undergraduates in Obstetrics and Gynecology Department.

Authors: Kaweeta Kumari, Shanila Anwar, Nandlal Dhomeja, Adina Aslam, Nageen Ahsan, Syeda Mukarmaha Gillani, Rakshan Zehra Abidi

Journal: The Professional Medical Journal (TPMJ)

HEC Recognition History

Category	From	To
Y	2024-10-01	2025-12-31
Y	2023-07-01	2024-09-30
Y	2022-07-01	2023-06-30
Y	2021-07-01	2022-06-30

Publisher: Independent Medical College, Faisalabad- Pakistan

Country: Pakistan

Year: 2023

Volume: 30

Issue: 3

Language: English

DOI: 10.29309/TPMJ/2023.30.03.7225

Keywords: Formative assessmentStudents’ LearningBedside TeachingTeam Objective Structured Bedside Assessment (TOSBA)

Abstract

Objective: To evaluate the effectiveness of TOSBA for the teaching/learning of cognitive and non-cognitive clinical skills of medical undergraduates, compare it with other teaching/learning methodologies and evaluate the effects of TOSBA on ward test in Obstetrics &amp; gynecology department. Study Design: Experimental study. Setting: Department of Obstetrics &amp; Gynecology, Creek General Hospital, United Medical &amp; Dental College, Karachi. Period: March 2018 to March 2020. Material &amp; Methods: In this study the total sample size in: 3rd year= 90 students (n=90), 4th year=85 students (n=85) and 5th year=72 students (n=72). TOSBA was conducted for all students each year and were evaluated for their performance by two facilitators from the Obstetrics &amp; gynecology department. The session was timed for 15 minutes. Results: The participants agreed that TOSBA was beneficial for teaching/learning of clinical skills. For clinical skills TOSBA was helpful with mean score 3.82 ± 0.97 in year 3, in year 4 =4.06 ± 0.82 and 4.19 ± 0.99 in year 5. For acquisition of communication and team-work skills through TOSBA the responses were quite positive. Conclusion: TOSBA has a positive impact and the key elements of TOSBA, its formative nature. Feedback and interaction with real patients are beneficial in acquisition of cognitive and non-cognitive skills for the medical undergraduates.

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Research Objective

To evaluate the effectiveness of Team Objective Structured Bedside Assessment (TOSBA) for teaching and learning cognitive and non-cognitive clinical skills in medical undergraduates, compare it with other methodologies, and assess its impact on ward tests in Obstetrics & Gynecology.

Methodology

An experimental study using an online survey with a 5-point Likert scale was conducted from March 2018 to March 2020 in the Obstetrics & Gynecology department of Creek General Hospital, United Medical & Dental College, Karachi. The study involved 3rd, 4th, and 5th-year medical students. TOSBA sessions were timed for 15 minutes, with students performing clinical tasks and receiving feedback from facilitators. Data analysis involved descriptive statistics using SPSS version 22.

Methodology Flowchart

                        graph TD
    A["Study Design: Experimental Study"] --> B["Data Collection: Online Survey & TOSBA Sessions"];
    B --> C["Data Analysis: Descriptive Statistics"];
    C --> D["Results Interpretation"];
    D --> E["Conclusion & Discussion"];

Discussion

The study suggests that TOSBA, as a formative assessment tool with feedback and real-patient interaction, positively impacts clinical, communication, and teamwork skills in medical undergraduates. While TOSBA was favored by 3rd-year students, older students (4th and 5th years) showed a preference for Outpatient Department (OPD) practice for skill improvement. The predictive validity of TOSBA for final exams was supported by student feedback on ward tests.

Key Findings

Participants agreed that TOSBA was beneficial for learning clinical skills, with mean scores increasing across the years (Year 3: 3.82 ± 0.97, Year 4: 4.06 ± 0.82, Year 5: 4.19 ± 0.99). TOSBA also received positive responses for improving communication and teamwork skills. Ward tests designed according to TOSBA patterns were found to be helpful and aligned with annual exams by 80-90% of students in Years 4 and 5.

Conclusion

TOSBA is an effective teaching and learning tool for medical undergraduates, particularly in acquiring cognitive and non-cognitive skills. Its key elements, including pre-defined tasks, timely feedback, and patient interaction, contribute positively to skill development.

Fact Check

1. Study Period: The study was conducted from March 2018 to March 2020. (Confirmed)
2. Sample Size: The study included 90 students in the 3rd year, 85 in the 4th year, and 72 in the 5th year. (Confirmed)
3. TOSBA Session Duration: Each TOSBA session was timed for 15 minutes. (Confirmed)

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