Evaluation of effectiveness of practical assessment by objective structured practical examination and its comparison with traditional pharmacology practical examination among II MBBS students: a cross-sectional study

Sujata Dudhgaonkar; Swanand Pathak

doi:10.18203/2319-2003.ijbcp20254153

Authors

Sujata Dudhgaonkar Department of Pharmacology, Government Medical College, Gondia, Maharashtra, India
Swanand Pathak Department of Pharmacology, Jawaharlal Nehru Medical College, Wardha, Maharashtra, India

DOI:

https://doi.org/10.18203/2319-2003.ijbcp20254153

Keywords:

CBME, OSPE, Student perception, Traditional practical examination

Abstract

Background: The undergraduate medical curriculum in India has adopted a competency-based medical education (CBME) model emphasizing cognitive, affective, and psychomotor domains to produce competent Indian medical graduates. Traditional pharmacology practical assessments, based on written exercises and viva voce, often lack objectivity and clinical relevance. The objective structured practical examination (OSPE) offers a structured, reliable, and competency-based alternative aligning with CBME principles.

Methods: This prospective cross-sectional educational study was conducted from March - July 2025 among 150 II MBBS students at Government Medical College in India. Students were randomly divided into two groups (n=75 each) and assessed through OSPE and traditional practical examination (TPE), respectively. OSPE included 11 structured stations evaluating cognitive, psychomotor, and affective domains using validated checklists, while TPE followed conventional methods. Quantitative data were analyzed using the unpaired Student’s t-test, and student perceptions were collected through a structured feedback questionnaire.

Results: Students assessed by OSPE scored significantly higher (mean±SD = 40.45±4.74) than those assessed through TPE (36.80±5.63; p<0.001). Over 90% of students found OSPE well-structured, fair, and relevant; 67.1% perceived it as less stressful, though 21.1% reported anxiety and 32.9% desired more faculty support. Reliability of feedback tools was high (Cronbach’s α=0.96 and 0.80).

Conclusions: OSPE is a valid, objective, and student-preferred assessment tool that enhances the evaluation of pharmacological competencies. Its wider implementation, supported by faculty training and student orientation, can significantly strengthen CBME-based pharmacology education.

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