Objective Structured Clinical Examination as a Formative Assessment Tool in Postgraduate Training
Journal Title: Journal of Chalmeda AnandRao Institute of Medical Sciences - Year 2017, Vol 14, Issue 2
Abstract
Introduction: Objective Structured Clinical Examination (OSCE) has been using as a tool in summative assessment of postgraduate training. But its utility in formative assessment is not yet studied widely. Hence this study has been taken to test the method of the OSCE as an instrument in formative assessment of the postgraduate students. Objectives: 1. To test OSCE as a tool in Formative assessment of postgraduate training. 2. To explore student acceptance of the OSCE as a part of evaluation. Materials and Methods: First and second year postgraduate students (n=26) constituted as the study subjects. The OSCE comprised of a circuit of stations covering tasks such as counselling / communicating a problem, performing a procedure and problem-solving. A self-administered questionnaire was given to them immediately after the OSCE at the end of each session. The outcome measures on the student perception of examination, the quality of performance, authenticity and transparency of the process, and utilization of the OSCE as an assessment instrument compared to other formats. Results: Majority opined (20/26) that OSCE is fair, well-administered, stress-free assessment method. 25 out of 26 students responded that OSCE highlighted their areas of weakness and bridging the gap. It covered a wide range of skills and tasks reflected those taught (21/ 26). This type of examination provided opportunities to learn (23/26). Further, 85% of students felt that OSCE helped to measure essential skills in pediatrics (21/26). Conclusion: Postgraduate student's feedback revealed that OSCE is a fair, welladministered and stress-free method of assessment. It helps to assess wide range of skills as well as “Must Know” areas. OSCE appears to have potential to be considered as a better instrument for assessment as, it is unbiased and uniformly accepted. Hence it can be recommended as a formative assessment tool in postgraduate training.
Authors and Affiliations
Manohar Badur, Naveen Kumar Cheri, Narimalli Madhavilatha, Shankar Reddy Dudala, Chintham Rishika Jayachandra
Keywords
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