Traditional Practical Examination Research Articles

Evaluation of the implementation of the objective structured clinical examination in health sciences education from a low-income context in Tunisia: A cross-sectional study.

Objective structured clinical examination (OSCE) is well-established and designed to evaluate students' clinical competence and practical skills in a standardized and objective manner. While OSCEs are widespread in higher-income countries, their implementation in low-resource settings presents unique challenges that warrant further investigation. This study aims to evaluate the perception of the health sciences students and their educators regarding deploying OSCEs within the School of Health Sciences and Techniques of Sousse (SHSTS) in Tunisia and their efficacity in healthcare education compared to traditional practical examination methods. This cross-sectional study was conducted in June 2022, focusing on final-year Health Sciences students at the SHSTS in Tunisia. The study participants were students and their educators involved in the OSCEs from June 6th to June 11th, 2022. Anonymous paper-based 5-point Likert scale satisfaction surveys were distributed to the students and their educators, with a separate set of questions for each. Spearman, Mann-Whitney U and Krusakll-Wallis tests were utilized to test the differences in satisfaction with the OSCEs among the students and educators. The Wilcoxon Rank test was utilized to examine the differences in students' assessment scores in the OSCEs and the traditional practical examination methods. The satisfaction scores were high among health sciences educators and above average for students, with means of 3.82 ± 1.29 and 3.15 ± 0.56, respectively. The bivariate and multivariate analyzes indicated a significant difference in the satisfaction between the students' specialities. Further, a significant difference in their assessment scores distribution in the practical examinations and OSCEs was also demonstrated, with better performance in the OSCEs. Our study provides evidence of the relatively high level of satisfaction with the OSCEs and better performance compared to the traditional practical examinations. These findings advocate for the efficacy of OSCEs in low-income countries and the need to sustain them.

Assessment of the Methods of Testing Clinical Competence of Nursing Students in Nigeria

The study assessed the Objective Structured Clinical Examination (OSCE) and Traditional Practical Examination (TPE) methods of testing Nursing Students’ Clinical competence in Nigeria by examining the strengths and weaknesses of OSCE and TPE as perceived by Nurse Educators and Nursing Students in Osun State, Nigeria. Descriptive research design of the survey type was used in the study. The population of the study comprised Seven Hundred and Fifteen (715) Nursing Students and Seventy-Five (75) Nurse Educators in Private and Public Nursing Institutions in Osun State, Nigeria. A sample of Three Hundred and Eighteen (318) participants was used which consisted of Two Hundred and Eighty-Eight (288) Nursing Students and Thirty (30) Nurse Educators drawn from Public and Private Nursing Institutions in Osun State, Nigeria using a multi-stage sampling procedure. Two research instruments were used to collect data for the study which were: Questionnaire on Students’ Assessment (QSA) administered to the students, and Questionnaires on Teachers’ Assessment (QTA) administered to the Nurse Educators. Validity of the instruments was ensured using expert judgment while the reliability of the instruments was estimated using the Cronbach Alpha reliability method. The reliability coefficients of QSA and QTA were 0.87 and 0.84 respectively. Two Research questions were raised, and two hypotheses were formulated for the study. Frequency counts and percentages were used to answer the research questions while the hypotheses were tested using a student’s t-test at 0.05 level of significance. The findings of the study indicated that the students perceived that OSCE has more strengths than TPE while Nursing Educators were of the view that the two methods complement each other. Based on the findings of the study, it is concluded that each of the methods has its weaknesses and strengths, and therefore, it is recommended that the two methods should be jointly used in training and testing Nursing students’ clinical competence in Nigeria.

A Review on the Efficacy of Structured Long Examinations used in Assessing Students in Different Medical Courses

In the educational system, evaluation of the student’s intelligence and clinical skill in the examination is an important factor. Because of this students’, clinical skills are evaluated. Traditional long-case practical examinations are used for this in medical courses students, but every aspect is not covered by the examiner. Moreover, it can be different for every student. Objective structured long examination record (OSLER) is a questionnaire containing 10 items that cover all the domains of the evaluation in the practical long-case examination. This review aimed to see the efficacy of this OSLER in examining the students in different medical courses. Articles were searched on database sources, i.e., Google Scholar and PubMed, using searched words. Articles that meet the criteria were included in this study. This showed that OSLER is used in medical courses examination and is a useful tool to score the students in the practical examinations.

Perception of Undergraduate Physiotherapy Students toward Objectively Structured Practical Examination Checklist as a Tool for Assessment and Learning Active Cycle of Breathing Techniques Skill: A Cross-sectional Descriptive Study

Context: Demonstration of any psychomotor skill is a very important part of physiotherapy education as it deals with the utilization of that particular skill in patients. Hence, efforts should be taken to make students understand all the necessary steps practically and assess their performance. Furthermore, techniques to reduce stress levels of students should be incorporated to reduce examination-related stress. Aim: The study aims to determine the perception of undergraduate physiotherapy students and faculty members regarding the Objectively Structured Practical Examination (OSPE) checklist used for assessing Active Cycle of Breathing Technique (ACBT) skills as a tool to improve learning and skill performance. Settings and Design: The study was a cross-sectional descriptive design with purposive sampling conducted in a Physiotherapy college in Maharashtra. Subjects and Methods: 160 undergraduate physiotherapy students and 6 faculty members participated in the study. Theoretical and practical sessions of ACBT were conducted by the subject teacher for undergraduate physiotherapy students and assessment was done in the form of a traditional practical examination first. After that students and examiners were sensitized about the nature of the OSPE checklist and an assessment was carried out along with the scoring. After the activity, feedback was noted and analysed. Results: 98.75% of students rated the questionnaire as being accessible and understandable, 96.25% reported improvement in confidence to perform the skill, 85% of students denoted positive responses regarding reducing the stress of performance of the practical skill. Conclusion: The study concludes that the use of a checklist for ACBT skill assessment can facilitate a favourable learning and teaching environment. It is useful to perform the skill precisely, improving confidence and clarity to perform the skill.

A Study to Assess the Level of Satisfaction among IV Year BSc Nursing Students Related to Midwifery on Traditional Practical Examination Method and Objective Structured Clinical Examination Method (OSCE)

The objective structured clinical examination (OSCE) is a method in which students are assessed for clinical skills in a series of stimulated stations that may invove history collection, Physical assessment, laboratory investigation, treatment and hands on demonstration. On the other hand, Traditional practice methods (TPEM) such as oral viva, written assignment, MCQs and Nursing care plans are often used in the assessment of Nursing students. Objectives: • To assess the level of satisfaction of nursing students on OSCE. • To assess the level of satisfaction of nursing students on traditional practical examination method. Methods: A descriptive research study was conducted on a total of 27 nursing students to assess the level of satisfaction. The questionnaire is structured Likert scale. Results: The present study revealed that overall samples satisfied with OSCEwere67.7% whereas satisfaction percentage for TPEM was 46.0%. This concludes that samples under study were more satisfied with OSCE as method of examination whereas the satisfaction level of samples was less than 50% in case of traditional practical examination method. Keywords: Nursing students, Objectives structured clinical examination, Traditional examination methods (TPEM), Level of satisfaction

OSPE (Objective structured practical examination): Perception of the faculty and students at A Public Sector Medical College in Pakistan.

Objective: Objective Structured Practical Examination (OSPE) is a growing way of assessing the students of medical universities particularly. This study is targeted to compare and assess different perceptions of the faculty and the students towards OSPE at a public sector medical college. Study Design: Cross Sectional Survey. Setting: Sahiwal Medical College Sahiwal. Period: 1st July 2020 to 15th July 2020. Material & Methods: The questionnaire was sent to all the participants by Whatsapp because of COVID-19 pandemic. All the undergrad students of MBBS (500) and all the faculty members (65) of clinical and basic medical sciences were included in the study. Results: The response rate of faculty members was 78.46% and that of undergraduate students was 70.80%. Out of 51 members who responded, 23 (45.10%) were males while 28 (54.90%) were female. Female students were having majority of participation (71.20%). Most of the faculty and students agreed with the fact that ‘The questions asked in the OSPE stations were appropriate and related to the curriculum’ (60.10% and 45.10% respectively). Response to a question ‘OSPE is more transparent, fair and objective as compared to traditional practical examination’ got a nod from faculty members (49%). Almost 76% of the students (strongly agreed and agreed) thought that OSPE was tiring and stressful for them but their respected faculty members thought the opposite. Conclusion: Our study concludes that there is satisfaction of both students and the faculty regarding their perceptions of OSPE at public sector medical college. In our study while comparing, the majority of both the groups were having almost same opinions.

Is objective structured practical examination a cutting-edge assessment tool over traditional practical examination to prepare future “Indian Medical Graduate?” A study from Department of Pathology at a Government Medical College in West Bengal

Is objective structured practical examination a cutting-edge assessment tool over traditional practical examination to prepare future “Indian Medical Graduate?” A study from Department of Pathology at a Government Medical College in West Bengal

Objective Structured Practical Examination in Experimental Physiology Increased Satisfaction of Medical Students.

BackgroundMedical education is a dynamic process, which needs to be improved to meet the new expectations of medical practitioners, health workers, and communities from different countries. An important part of medical students’ education is to select an appropriate assessment method. In this regard, the objective structured practical examination (OSPE) can evaluate practical capabilities in a suitable step-wise, scientific, targeted and scheduled manner with direct consideration of student’s performance during programmed test stations. The purpose of this study is to investigate the outcomes of the OSPE utilization versus traditional practical examination (TPE) for evaluating students in experimental physiology.MethodsTotally, 120 medical students were chosen as the participants of this study: 1. TPE group (TPE used as a final exam; n=40); 2. TPE + OSPE group (TPE applied for half of topics and OSPE for another half; n=41); and 3. OSPE group (OSPE performed as a final exam; n=39). In order to evaluate the effect of OSPE, the average final grade of studied groups was compared. In addition, a 5-point Likert scale questionnaire, consisting of 10 questions was used to evaluate the students’ attitudes toward using this method.ResultsThe obtained results showed that the total grade in TPE group was significantly higher in comparison to TPE+OSPE and OSPE groups (respectively, P<0.01 and P<0.05), while according to students’ expression, the average score for all of the items in feedback questionnaire was increased significantly in TPE+OSPE and OSPE groups compared with TPE group (P<0.001).ConclusionIn summary, feedback from students showed that they were in favor of OSPE compared with the TPE, and according to their statements in a feedback questionnaire, OSPE can improve learning in physiology as well as increasing students’ satisfaction.

Objective structured practical examination as a formative assessment tool compared to traditional method for third year M.B.B.S. community medicine students

Background: Assessment of students in medical colleges was done by traditional practical examination for evaluation of practical or clinical skills, which is subjective in nature and suffer from lack of objectivity. So a uniform system of clinical and practical evaluation of medical students is always desirable. An objective structured practical examination (OSPE) is one such method believed to meet the deficiencies of the conventional system of practical/clinical examination. This study is an attempt to evaluate the effectiveness of OSPE as a formative assessment tool compared to traditional methods for M.B.B.S. students.Methods: A cross sectional comparative study was carried out on 56 MBBS students in KAMSRC, Hyderabad, Telangana. Students of 3rd year M.B.B.S were subjected to traditional practical evaluation followed by OSPE. A eight station OSPE was conducted one week after the TPE. The scores obtained in both were compared. All the data collected was entered and analyzed with MS excel software 2007.Results: Average marks scored by the students in OSPE (17.78±2.69) were higher as compared to traditional practical examination (15.00±3.49) which was statistically significant. 74.4% of the students strongly agreed that OSPE is fairer in comparison to traditional practical examination. 90.5% students strongly agreed that variability of examiner and patient can be removed to a large extent by OSPE.Conclusions: Based on the observation, OSPE was found to be a more effective assessment tool than traditional method.

Video projected practical examination as an introduction to formative assessment tool for undergraduate examination in pathology.

Assessment of the medical students includes theory as well as practical assessment. Traditional practical examination in pathology which includes viva and spots is now increasingly being questioned because of their inherent lack of validity and reliability, time consumption, and human resource requirement. Therefore, a need was felt for another form of practical examination which can be used as formative assessment, and if found feasible, can be employed in summative assessment too. The aim of the study was to develop and implement a new method of video projected practical examination (VPPE) as a formative assessment tool for MBBS second professional students so as to improve their learning and academic performance in practical pathology and also to obtain students' perception regarding the effectiveness of VPPE. The study was carried out with the MBBS second professional students before their end-of-semester examination in the Department of Pathology. In this new method, slide video projection was used as a formative assessment tool during practical examination. Students were randomly divided into two groups. Group I was subjected to VPPE, while simultaneously conventional practical examination was held for Group II. Assessment results of VPPE were compared with conventional practical examination. Faculty and students feedback was also taken at the end of the examination. Mean marks of the students who undertook VPPE was higher than those who gave conventional practical examination. Majority (95.3%) of the students agreed that VPPE is better than conventional practical examination. Most of the faculty members also felt that it is a more valid and reliable assessment tool. Introducing VPPE as a formative assessment tool in practical pathology enhanced their learning and academic performance. Opinion of examiners and students also showed that VPPE has several advantages over conventional practical examination.

Student's perception of objective structured practical examination versus traditional practical examinations for hematology physiology practicals

Background: Objective Structured Practical Examination (OSPE) is more objective, reliable, valid method for formative and summative assessment and minimizes subjective bias. The Traditional Practical Examination (TPE) relays on the global competencies and performance of the students. OSPE assesses the shows how aspects in Miller’s pyramid of competence. Aims and Objectives: This study aims to introduce the OSPE for practical hematology in physiology for the first MBBS students and to analyze the first MBBS student’s perception of OSPE assessment for physiology hematology practical’s. Materials and Methods: All the first MBBS 150 students of Meenakshi Medical College Hospital and Research Institute, Kanchipuram, were included in this study. OSPE was conducted for the students after training them about OSPE. The feedback of the OSPE examination was received from the students from a standard questionnaire. Results: Fifty-nine students scored high who had >75%, 48 scored between 65% and 75%, 49 students scored between 50% and 65%, and four students were

Objective structured clinical examination for formative assessment of final year part-1 MBBS students

Background: The aim of medical education is to develop overall medical student’s clinical competency at all the levels. Practical examinations play a major role in the overall assessment of the cognitive, affective as well as psychomotor domains of the individuals. Different variability in clinical examination, student’s variability, the examiner’s variability and the patient’s variability and the attitude towards disease may have effect on the assessment of the students. Objective structured clinical examination (OSCE) was designed to test the clinical competence by bed side while simultaneously improving objectivity and reliability. The objectives of the study were to assess the effectiveness of OSCE for assessment tool as compared to traditional method of assessment; to know the perception of students participated toward OSCE. Methods: Study was conducted among a batch of 25 students of VIth semester student posted in Department of Community medicine. After undergoing traditional method of examination, all the participating students underwent OSCE and the marks were recorded. Student’s perception regarding OSCE was recorded using a questionnaire. Results: Marks scored by the students in OSCE were significantly higher than traditional practical examination. 92% students agree that OSCE useful tool in overall assessment of the student, better form of assessment &amp; learning, easy to pass and score better marks than traditional method of examination. Conclusions: OSCE useful tool in overall assessment of the student, better form of assessment &amp; learning, score better marks and has less emotional stress in OSCE, when compared to viva voce.

Computer-Based Administration and Grading of Free-Response Practical Examination Items: a Comparison of Assessment Programs and Case Study

This descriptive article compares the functionality of frequently used assessment platforms and details, through a case study, the process of using an iPad application to administer and grade free-response practical examinations. The approach presented in this study resolves reported issues, such as cueing effects inherent to other computer-based assessment formats. In a human gross anatomy course, medical students used their iPads during a traditional practical examination to input answers directly from pure recall. Grading procedures and efficiencies of this system are described along with the benefits and limitations of administering practical examinations in this electronic format.

Gram staining in Microbiology for second-year MBBS students: Comparative study of student scores in Objective Structured versus Traditional Practical Examination

Gram staining in Microbiology for second-year MBBS students: Comparative study of student scores in Objective Structured versus Traditional Practical Examination

Performance of Nursing Students in Psychiatric Nursing using Objective Structured Clinical Examination (OSCE) Versus Traditional Practical Examination (TPE)-A Comparative Approach

Determination of the quality of evaluation is an ongoing challenge to all educators. Selection of appropriate evaluation methods can enhance learning ability among nursing students and their performance in clinical tasks. The OSCE is a method of clinical evaluation which is highly comprehensive, systematic and objective and provides a uniform basis for evaluation of students. The present study was carried out to compare the nursing students’ performance between Objective Structured Clinical Examination (OSCE) and Traditional Practical Examination (TPE) in psychiatric nursing at Apollo College of Nursing, Chennai, Tamil Nadu, South India. Approval of the study was obtained from the Institutional review board, and Principal of Apollo College Nursing. Permission was obtained from the concerned authorities of the Psychiatric Hospital. Setting was selected through purposive sampling technique. The research design used for the study was randomized cross over research design with two groups. The study was conducted among 84 (42 students in each group) III year B. Sc. Nursing students, were selected using the consecutive sampling technique. The study subjects were randomly allocated to two groups (Group I and Group II) and then sequentially received two phases of intervention of OSCE and TPE or vice versa. Seventeen stations (including one rest station) OSCE and TPE were conducted in the private psychiatric hospital (100 marks each) with one-month washout period between these Examinations. Tools used in the study include baseline characteristics of the students, OSCE and TPE evaluation formats which were developed by the researcher. The collected data were organized, tabulated and statistically analyzed using appropriate descriptive and inferential statistics by SPSS software statistical computer package version 16. Study findings revealed that, students’ performance scores were higher in OSCE while comparing to TPE within and between the groups (P<0.001). Hence it is recommended that, OSCE can be effectively used as a part of formative and summative evaluation in Psychiatric Nursing.

Perception of objective structured clinical examination and traditional practical examination in assessment of nursing students clinical competencies by nursing students in south west Nigeria

Background: Clinical examination is a crucial part of nursing training programmes for assessing nursing student competencies which ultimately lead to the delivery of quality nursing care. Two methods of clinical assessment have been identified [Traditional Practical Examination (TPE) and Objective Structured Clinical Examination(OSCE)] in nursing and allied professions globally. Nursing and Midwifery Council of Nigeria (N&MCN) had always used TPE for all clinical examinations in nursing but adopted OSCE two decades ago for only midwifery examination while the examination in general nursing still remains TPE. There is dearth of literature on the perception of these two methods in Nigeria hence this study. This will help to determine best preferred method for clinical assessment among nursing students in Nigeria. Methods: The study utilised one-group quasi experimental design. Two Hospital-based and two University-based nursing schools randomly selected in South-west Nigeria participated in the study. Purposive sampling technique was used to select 187 nursing students out of which 157 participated in the study. T-test, ANOVA and chi-square were used to analyze the data at 0.05level of significance. Results: Significant difference existed between the mean scores of the two practical examinations: TPE 59.31+2.92, OSCE 64.59+5.15, t=3.29, p=0.002. OSCE was perceived to be more objective compared to TPE, p=0.000, consume less time p=0.010, assessed wider range of learned materials, p=0.000, less destabilizing during practical session, p=0.001, less stressful p=0.002. Perception on which method demands more preparation showed no significant difference between OSCE and TPE, p=0.097. Lastly, 56.8% of participants preferred OSCE to TPE, p=0.001. Conclusion: OSCE is perceived to be a better method than TPE. It is recommended that OSCE should be adopted as method of practical examination for nursing training programmes in Nigeria.

Effectiveness of objective structured practical examination as a formative assessment tool as compared to traditional method for M. B. B. S students

Background: Most of medical colleges in India follow Traditional Practical Examination for evaluation of practical or clinical skills wherein students are assessed only for knowledge and not for attitude and skill. Traditional methods have several flaws like inter-examiner marks variation, examiners subjectivity, varying difficulty level of different experiments, etc. which prevents uniform marking. These flaws could be minimized by newer methods like OSPE. Objective of the study was to know the effectiveness of objective structured practical examination (O.S.P.E) as a formative assessment tool as compared to traditional methods for M.B.B.S students and to know the perception of participating students and faculties towards OSPE. Methods: A cross sectional comparative study was carried out on 63 MBBS students. Students were subjected to Traditional Practical Examination followed by OSPE. Mean marks for all students were calculated by both the methods. A Likert’s scale based questionnaire on OSPE was distributed among the students and faculties to know their views and perceptions towards OSPE. The results were analysed by SPSS version 20.0. Results: Average marks scored by the students in OSPE (18.74±4.395) were higher as compared to Traditional Practical Examination (13.81±3.814) which was statistically significant. 74.4% of the students and 65.4% faculties strongly agreed that OSPE is fairer in comparison to Traditional Practical Examination. 90.5% students strongly agreed that variability of examiner & patient can be removed to a large extent by OSPE. Conclusions: OSPE was found to be a more effective assessment tool than traditional method. As regards perception, both students and faculties strongly agreed that OSPE is fairer assessment tool compared to traditional practical examination.

Student performance on practical gross anatomy examinations is not affected by assessment modality

Anatomical education is becoming modernized, not only in its teaching and learning, but also in its assessment formats. Traditional "steeplechase" examinations are being replaced with online gross anatomy examinations. The aims of this study were to: (1) determine if online anatomy practical examinations are equivalent to traditional anatomy practical examinations; and (2) to examine if students' perceptions of the online or laboratory testing environments influenced their performance on the examinations. In phase one, 10 third-year students were interviewed to generate perception items to which five anatomy lecturers assigned content validity. In phase two, students' gross anatomical knowledge was assessed by examinations in two modes and their perceptions were examined using the devised survey instrument. Forty-five second-year chiropractic students voluntarily participated in Phase Two. The two randomly allocated groups completed the examinations in a sequential cross-over manner. Student performance on the gross anatomy examination was not different between traditional "steeplechase" (mean ± standard deviation (SD): 69 ± 11%) and online (68 ± 15%) modes. The majority of students (87%) agreed that they felt comfortable using computers for gross anatomy examinations. However, fewer students found it easy to orientate images of cadaver specimens online. The majority of students (85%) agreed that they felt comfortable working with cadavers but there was less agreement on the effect of moving around the laboratory during practical examinations. This data will allow anatomists to confidently implement online assessments without fear of jeopardizing academic rigor or student performance.

Variations on the Traditional Anatomy Practical Examination: Faculty and Student Perceptions of Assessment Strategies at a New Medical School

The Frank H. Netter MD School of Medicine, in its inaugural year, provided a case study for observing methods of anatomy assessment. Anatomy was taught to first year medical students as part of an integrated curriculum, during which four anatomy practical exams were administered. While each exam employed a common steeplechase format, notable variations were implemented as different faculty members took their turn leading the coursework and designing assessments; these included differences in question format, proportion of higher versus lower order questioning, and timing and procedures. Interviews and focus groups were conducted to compare perceptions between and among students and faculty regarding the effectiveness of the various exams for measuring student learning outcomes. Among the faculty, professors reported varying goals for students, and, accordingly, core anatomy faculty endorsed the format of exam(s) with which they were most intimately involved but acknowledged not all goals were formally assessed. Students' perceptions of course goals were also mixed and when asked which variation they thought demonstrated the best or fairest assessment, students were divided among the four exams. Furthermore, students identified the respective strengths of the exams in assessing different skills, but disagreed on which of those skills fell within the scope of the course. Given the range of faculty goals, no single exam could be deemed most effective, suggesting a combination of formats be explored for future assessments. In addition, further study is needed to determine if improved communication of goals would ensure students have the same expectations as faculty for learning outcomes.

Assessment for learning with Objectively Structured Practical Examination in Biochemistry

Context:Despite a radical shift in assessment methodologies over the last decade, the majority of medical colleges still follow the Traditional Practical Examination (TPE). TPE raises concerns about examiner variability, standardization, and uniformity of assessment. To address these issues and in line with the notion of assessments as motivating what and how students learn, Objectively Structured Practical Examination (OSPE) was introduced, as an assessment modality. Despite its usefulness, awareness and motivation to use the same, still needs to be probed.Aims:To implement OSPE in the assessment of practical skills in biochemistry, and to know student and faculty perspectives regarding OSPE.Settings and Design:OSPE was introduced at the stage of formative assessment of practical skills, for 94 year one MBBS students.Subjects and Methods:Students were divided into two groups; the first group was evaluated by the traditional method and the second by OSPE. Students were crossed over on a second examination. The mean score obtained by both the methods was compared statistically. Students and faculty perspectives regarding OSPE were obtained by a questionnaire. Student performance was compared using “Bland–Altman technique,” and Student's t-test.Results:The mean scores of students was found to be significantly higher (P < 0.0001) when assessed with OSPE as compared to TPE. Number of students achieving >70% marks was also significantly higher with OSPE. Validity was supported by a significant correlation coefficient of comparison of marks by the two methods. Feedback from students and faculty indicated that they endorsed OSPE.Conclusions:This evaluation demonstrated the need for a structured approach to assessment. Going in line with the notion that assessment drives learning, introducing OSPE would help tailoring teaching-learning to optimize student satisfaction and learning.