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.

Abstract

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.