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S uden s' insigh s on he objec i e s uc u ed p ac ical examina ion
as an assessmen ool o unde g adua es
Faiza Ismail1, Sa ia Habib1, Yogend a Singh1, Is iaque Ahmed1, Shagu a Moin1
1Depa men o Biochemis y, J.N. Medical College, Facul y o Medicine, Aliga h Muslim Uni e si y, Aliga h, India.
.
A icle in o Abs ac
In oduc ion
Assessmen is a c ucial pa o e alua ing he knowledge
and skill o a lea ne [1]. The e ha e been con inuous
a emp s in medical educa ion o make assessmen s mo e
objec i e and eliable. Con en ional me hods su e
om a ious sho comings, like examine bias, lack o
p ope communica ion skills and a i ude among
s uden s, ailu e o iden i y and acknowledge hei
sho comings, and absence o a sys ema ic and objec i e
e alua ion o all he compe encies [2]. P ac ical
examina ions a e i al in assessing non-clinical subjec s,
making hem essen ial o cul i a ing and de eloping
compe en physicians [3]. Keeping his poin in iew,
medical colleges in he Uni ed Kingdom, he Uni ed
S a es o Ame ica, and Canada adop ed he Objec i e
S uc u ed P ac ical Examina ion (OSPE) as a s anda d
assessmen me hod [4]. A s udy by Ha den and his
colleagues iden i ied ha OSPE has he es o ime and
has o e come he p oblems o con en ional p ac ical-
ela ed examina ions [5]. One s udy epo ed ha OSPE
was well-accep ed and ecei ed widesp ead app ecia ion
Ismail e al. J Med Edu De . 2025; 18(2): 144-152 Jou nal o Medical Educa ion De elopmen
Backg ound & Objec i e: The Objec i e S uc u ed P ac ical Examina ion (OSPE) is manda o y
o unde g adua e and pos g adua e medical examina ions. This is an impo an componen o
o ma i e and summa i e examina ions p oposed by he Na ional Medical Council, India. OSPE
helps e alua e he p ac ical skills o he s uden s in eal- ime se ings. This app oach is an inno a i e
me hod o e alua ing and deli e ing medical educa ion. Mo eo e , i helps o b ing objec i i y o
he e alua ion p ocess. Mos s udies iden i y he OSPE as a ailo ed echnique o assessing
pe o mance in a ealis ic educa ional se ing. Howe e , unde s anding s uden s' pe spec i es is
now a c i ical need. OSPE elies on a p ede e mined checklis , which e ec i ely educes examine
bias. To ully u ilize i s po en ial, i is necessa y o b idge he cu en knowledge gap ega ding
s uden s' pe spec i es owa d he conduc o OSPE. The s udy aims o gain insigh s in o s uden s'
iewpoin s, which could help e ine and enhance OSPE, making i a mo e e ec i e assessmen ool.
Ma e ials & Me hods: A c oss-sec ional s udy was conduc ed o iden i y he cha ac e is ics o he
esponden s. A s uc u ed es ic ed Google ques ionnai e was gi en o collec eedback om
MBBS phase I s uden s in he 2023 ba ch a Jawaha lal Neh u Medical College, Aliga h Muslim
Uni e si y, Aliga h, U a P adesh, on a ious componen s o he OSPE. Ou o 150 s uden s, 132
p o ided esponses. Da a analysis was pe o med using Mic oso Excel P o essional Plus 2016
and R Ve sion 4.3.3. The da a ob ained was analyzed using desc ip i e s a is ics, and he equency
dis ibu ion was p esen ed in pie cha s and pe cen ages. A chi-squa e es was done, and da a was
conside ed signi ican a p- alue ≤ 0.001.
Resul s: Ou o he 132 s uden s, app oxima ely 31.1% we e awa e o OSPE be o ehand. Mo e
han 80% epo ed ha he ins uc ions p o ided be o e he OSPE we e clea and easy o unde s and.
A ound 96% el ha he ime alloca ed o each s a ion was su icien . Addi ionally, 76% no ed
ha he ins uc o s' a i udes we e mo e posi i e du ing he OSPE han adi ional exams.
Fu he mo e, 77.7% belie ed in oducing OSPE would elimina e bias in assessmen , and 89.4% el
ha OSPE encou aged hem o ocus mo e on he p ac ical examina ion.
Conclusion: S uden s ound OSPE a s aigh o wa d, bias- ee, and ap i ude-based mode o
examina ion. OSPE appea s o be a ine ool o assessmen . I enhances s uden s' labo a o y
compe ence and p o ides objec i e sco es o he e alua ion, making i an ex emely iable
assessmen me hod.
Keywo ds: objec i e s uc u ed p ac ical examina ion, assessmen ool, biochemis y, Google
o ms
*Co esponding au ho :
Faiza Ismail, Depa men o
Biochemis y, J.N. Medical College,
Facul y o Medicine, Aliga h Muslim
Uni e si y, Aliga h, India.
Email: [email protected]
B ie epo
A icle his o y:
Recei ed 28 Sep. 2024
Accep ed 23 Ap . 2025
Published 13 Jul. 2025
How o ci e his a icle:
Ismail F, Habib S, Singh Y, Ahmed I,
Moin Sh. S uden s' insigh s on he
objec i e s uc u ed p ac ical
examina ion as an assessmen ool o
unde g adua es . J Med Edu De .
2025; 18(2): 144-152.
[ DOI: 10.61882/edcj.18.2.144 ] [ Downloaded om edujou nal.zums.ac.i on 2025-10-03 ]
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Ismail e al.: S uden s' insigh s on he objec i e s uc u ed p ac ical examina ion as an assessmen ool
Jou nal o Medical Educa ion De elopmen ¦ Volume 18 ¦ Issue 2 ¦ 2025 145lopmen ¦
Volume 17 ¦ Issue 54¦ 2024
om s uden s who suppo ed i s implemen a ion. The
same s udy also quo ed he ad an ages ha OSPE o e s
o o ma i e (day- o-day) assessmen o s uden s o
imp o e hei clinical compe ence and o de i e an
objec i e sco e o in e nal assessmen [6]. Howley
epo ed ha acul y eedback on OSPE iden i ied i as a
be e ool o imp o ing s uden s' pe o mance and
eaching me hodologies [7]. In 1975, Ha den e al.
highligh ed he p omising ole o he OSCE in assessing
basic clinical skills and es ablished i s eliabili y [2].
Mos o he s udies ied o e alua e OSPE as an
assessmen ool o p ac ical examina ions and ied o
compa e i wi h he adi ional me hods. Howe e , o ou
knowledge, a ew s udies ocus on s uden s' pe spec i es
ega ding OSPE [8].
Examina ions should be ai , comp ehensi e, and
objec i e, as dic a ed by he discipline [9], and mus
assess s uden s' knowledge, skills, and a i udes.
The e o e, he assessmen me hods employed o e alua e
s uden s' pe o mance in he Biochemis y labo a o y
should connec o he cou se objec i es. In India,
Compe ency-Based Medical Educa ion (CBME) was
adop ed in Augus 2019, ini ially implemen ed o he
Bachelo o Medicine and Bachelo o Su ge y (MBBS)
ba ch admi ed in Phase I ( he i s yea o 2019)
(h ps://www.nmc.o g.in/in o ma ion-desk/ o -
colleges/ug-cu iculum/#).OSPE s a ions can assess
a ious skills, including labo a o y p ocedu es,
iden i ica ion, mic oscopic skills, and diagnos ic and
applied medical aspec s [10]. This is an o ganized
app oach o he s uden s o ecognize and iden i y hei
de iciencies and e ine and en ich hei clinical abili ies
[11]. Since OSPE is a new me hod o assessing p ac ical
compe encies, engaging wi h s uden s and unde s anding
hei expe iences and insigh s ega ding he en i e
p ocess is essen ial.
This app oach will help c ea e a ai , eliable, and
e ec i e assessmen amewo k. By u ilizing s uden
eedback, medical ins i u ions can imp o e how hei
assessmen me hods align wi h he compe encies and
enhance he s uden 's lea ning jou ney.
In ligh o he indings and exis ing li e a u e, he au ho s
aimed o analyze OSPE as a me hod o assessing
p ac ical skills in biochemis y among i s -yea MBBS
s uden s a Jawaha lal Neh u Medical College (JNMC),
AMU. The s udy also sough o e alua e he e icacy o
OSPE as a pedagogical ool. Hence, he p ima y goal o
his esea ch was o gain and access s uden s' iews on
OSPE as an e alua ion ool a an unde g adua e le el.
Ma e ial & Me hods
Design and se ing(s)
The s udy included MBBS phase I s uden s admi ed o
he 2023 ba ch a Jawaha lal Neh u Medical College,
Aliga h Muslim Uni e si y, Aliga h, U a P adesh.
These s uden s unde wen aining in bo h p ac ical and
heo e ical opics, including all aspec s ou lined in he
CBME cu iculum. Fu he , be o e implemen ing his
e alua ion me hod, all acul y membe s in ol ed in i s
design we e ho oughly b ie ed and sensi ized. S uden s
we e also gi en an o ien a ion abou he p ocess in
ad ance. They o a ed h ough se en s a ions, which
included h ee skill-based s a ions, wo iden i ica ion
(knowledge-based) s a ions, and wo diagnos ic s a ions
(assessing knowledge, skills, and a i udes). The ime
allo ed o each s a ion was 2 minu es (Figu e 1). All
se en s a ions we e de eloped a e an in ensi e ocus
g oup discussion among he acul y membe s in ol ed in
OSPE, keeping in mind he alignmen o he ques ions,
p ocedu es, o in e p e a ions a a ious s a ions wi h he
compe encies s udied by he s uden s o da e. The whole
OSPE ca ied 14 ma ks, wo o each s a ion. The e o e,
i was decided by he Boa d o S udies o he depa men
o o m 7 s a ions o wo ma ks each and assign a ime
o 2 minu es. This is acco ding o he Na ional Medical
Council guidelines.
O ien a ion o s uden s and examine s is done be o e he
s a o OSPE o amilia ize hem wi h he OPSE
pe o mance and e alua ion p ocess. Se e al s eps a e
in ol ed in designing and se ing OSPE s a ions.
S uden s we e u he ins uc ed o o a e clockwise o
ensu e hey a ended all s a ions. S ic measu es we e
implemen ed o p e en communica ion among s uden s,
ensu ing no in e ac ion be ween hose who had
comple ed he OSPE and hose awai ing hei u n. Each
OSPE s a ion included s uc u ed and objec i e
ques ions, wi h acul y membe s obse ing and
e alua ing s uden s a e e y s a ion using a p o ided
checklis .
The assessmen o p ocedu e s a ions was based on his
checklis , while s uc u ed ques ions and co esponding
key answe s we e c ea ed o each s a ion. The
e ec i eness was assessed h ough se en sho
assignmen s designed by he subjec expe . Each
assignmen was amed acco ding o Bloom's axonomy.
This ensu ed ha assessmen co e ed highe cogni i e
skills o deepe lea ning and skills ans e o a wide
spec um o applied biochemis y [12].
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146 Jou nal o Medical Educa ion De elopmen ¦ Volume 18 ¦ Issue 2 ¦ 2025
Figu e 1. Depic s se -up o se en s a ions designed o OSPE
O ien a ion o s uden s and examine s is done be o e he
s a o OSPE o amilia ize hem wi h he OPSE
pe o mance and e alua ion p ocess. Se e al s eps a e
in ol ed in designing and se ing OSPE s a ions.
S uden s we e u he ins uc ed o o a e clockwise o
ensu e hey a ended all s a ions. S ic measu es we e
implemen ed o p e en communica ion among s uden s,
ensu ing no in e ac ion be ween hose who had
comple ed he OSPE and hose awai ing hei u n. Each
OSPE s a ion included s uc u ed and objec i e
ques ions, wi h acul y membe s obse ing and
e alua ing s uden s a e e y s a ion using a p o ided
checklis . The assessmen o p ocedu e s a ions was
based on his checklis , while s uc u ed ques ions and
co esponding key answe s we e c ea ed o each s a ion.
The e ec i eness was assessed h ough se en sho
assignmen s designed by he subjec expe . Each
assignmen was amed acco ding o Bloom's axonomy.
This ensu ed ha assessmen co e ed highe cogni i e
skills o deepe lea ning and skills ans e o a wide
spec um o applied biochemis y [12]. The p ocedu al
s a ions assessed p ac ical labo a o y skills, such as he
quali a i e es ima ion o analy es ( o example, Hay's
sul u es o bile sal s). In con as , he esponse s a ions
ocused on highe cogni i e skills, e alua ing he
applica ion o knowledge in clinical scena ios. These
included asks such as in e p e ing lab epo s based on
case scena ios o iden i ying and applying labo a o y
ins umen s, all aligned wi h he cu iculum's lea ning
objec i es.
Pa icipan s and sampling
One hund ed i y s uden s we e assessed o e h ee
days, wi h a maximum o 50 s uden s e alua ed each day.
Phase I MBBS s uden s o JNMC, AMU, who we e
willing o pa icipa e om he admi ed ba ch o 2023,
we e included in he s udy. S uden s om o he acul ies,
di e en p o essional yea s, o he cou ses, and hose
who op ed no o pa icipa e we e excluded. The sample
size was calcula ed using a 95% con idence le el, a 5%
signi icance le el, and a 3.5% ma gin o e o , ollowing
he o mula p o ided below [13].
𝑛 = 𝛸2 ×𝑁×𝑃×(1−𝑃)
(𝑀𝐸2 ×(𝑁−1))÷(𝛸2 ×𝑃 ×(1 −𝑃))
Whe e:
Χ2 = 3.842 a 1 deg ee o eedom and 5 % signi icance
le el.
N = 150 (Popula ion size)
P = 0.5 (Popula ion p opo ion) [13]
1-P = 0.5
n = Sample size
ME = 0.035 (Desi ed ma gin o e o )
The calcula ed sample size was 125, and he o al numbe
o pa icipan s was 132
Tools/Ins umen s
Google ques ionnai e links we e sen o 150 s uden s
immedia ely a e hei hi d in e nal assessmen , well
[ DOI: 10.61882/edcj.18.2.144 ] [ Downloaded om edujou nal.zums.ac.i on 2025-10-03 ]
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Ismail e al.: S uden s' insigh s on he objec i e s uc u ed p ac ical examina ion as an assessmen ool
Jou nal o Medical Educa ion De elopmen ¦ Volume 18 ¦ Issue 2 ¦ 2025 147lopmen ¦
Volume 17 ¦ Issue 54¦ 2024
be o e hei p o essional examina ions. (To assess he
s uden 's pe cep ion o he o e all conduc o OPSE,
ques ions 1-7 we e asked in he ques ionnai e wi h h ee
al e na i es- Yes/No/Somewha . Fu he , o gi e an idea
abou he speci ic s ance o pa icipan s on OSPE as an
assessmen ool, s a emen s 8-11 we e gi en. S uden s
we e ins uc ed o gi e hei opinion by ma king any one
o he h ee op ions- Ag ee, Disag ee, o Neu al.
Ques ion 12 was a closed-ended mul iple choice, wi h
ou op ions based on he o e all e ec i eness o OSPE
in judging he di e en skills o a lea ne ). The
ques ionnai e was alida ed by in ol ing subjec expe s
o check he ele ance and accu acy o he included
ques ions and conduc ing a pilo s udy on 30 s uden s.
The ques ionnai e's eliabili y coe icien was
de e mined by calcula ing C onbach's alpha [14].
Da a collec ion me hods
A Google ques ionnai e was adminis e ed o collec
eedback om s uden s on a ious componen s o he
OSPE. The ques ionnai e comp ised close-ended
ques ions co e ing cogni i e, psychomo o , and highe -
o de hinking domains and s uden s' o e all pe cep ion
o OSPE as an assessmen ool. OSPE is designed using
NMC guidelines o he unde g adua e cu iculum
(h ps://www.nmc.o g.in/in o ma ion-desk/ o -
colleges/ug- cu iculum/#) a e being adop ed h ough
he Boa d o S udies o he Depa men o Biochemis y,
Jawaha lal Neh u Medical College, Aliga h, U a
P adesh, India. Pa icipan anonymi y was ensu ed o
p omo e hones eedback. To u he mi iga e he
esponse bias, he language o he ques ions in he
ques ionnai e was kep neu al o a oid leading answe s.
A ange o op ions like Ag ee, Disag ee, and Neu al was
gi en o ensu e a balanced esponse. Op ions like he
'Neu al' o 'NO' op ion, whe e e easible, we e gi en o
he pa icipan s o know hei ue pe spec i e. O he 150
s uden s, 132 p o ided esponses.
Da a analysis
Da a managemen was conduc ed using Mic oso Excel
P o essional Plus 2016. S a is ical calcula ions we e
pe o med using R Ve sion 4.3.3. The chi-squa e es
was done, and p ≤ 0.001 was conside ed signi ican .
Resul s
The C onbach's alpha o he adminis e ed ques ions was
0.859, indica ing good in e nal consis ency o he
ques ionnai e. S uden s p o ided cons uc i e eedback
and exp essed a high accep ance o he assessmen
p ocess, as demons a ed by he da a in Table 1. The
s a is ical analysis o he pa icipan s' esponses is shown
in Table 2.
Table 1. Summa y analysis o he adminis e ed ques ionnai e.
C i e ia abou OSPE o be analyzed
Yes
No
Somewha
-
1
Do you ha e any p io exposu e o, knowledge o , o unde s anding o
OSPE?
31.1%
42.4%
26.5%
-
2
Did you ind he ins uc ions o each s a ion clea and unde s andable?
85.7%
4.5%
9.8%
-
3
We e he ques ions ele an o he syllabus?
97.7%
0%
2.3%
-
4
Did you eel you had adequa e ime o comple e each s a ion?
96.2%
0%
3.8%
-
5
Did you ind OSPE mo e s ess ul han adi ional assessmen me hods?
27.3%
59.8%
12.9%
-
6
Should OSPE be used as a me hod o assessmen in Biochemis y in u u e
exams?
81.1%
7.6%
11.4%
-
7
Do you ind OSPE mo e e ec i e and knowledge-d i en han adi ional
assessmen me hods?
84.8%
3.8%
11.4%
-
C i e ia abou OSPE o be analysed
Ag ee
Disag ee
Neu al
-
8
OSPE is a mo e e ec i e ool o assessing a ious domains o lea ning.
86.4%
2.3%
11.4%
-
9
Teache s' a i udes du ing OSPE we e be e han du ing adi ional
assessmen me hods.
75.8%
1.5%
22.7%
-
10
OSPE elimina e bias in assessmen .
77.7%
5.4%
16.9%
-
11
OSPE encou ages lea ne s o ocus mo e on p ac ical examina ions.
89.4%
8.3%
-
C i e ia abou OSPE o be analysed
Psychomo o -mo o
skills
Cogni i e
skills
Highe -
o de
hinking
All
12
Wha domain does OSPE p ima ily assess in lea ne s?
4.5%
5.3%
3%
87.1%
Abb e ia ions: OSPE, objec i e s uc u ed p ac ical examina ion.
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148 Jou nal o Medical Educa ion De elopmen ¦ Volume 18 ¦ Issue 2 ¦ 2025
Table 2. S a is ical analysis o he esponses o he pa icipan s o he adminis e ed ques ionnai e.
No
C i e ia abou OSPE o be analyzed
Chi-squa e alue
p- alue
1
Do you ha e any p io exposu e o, knowledge o , o unde s anding o OSPE?
4.0166
0.134
2
Did you ind he ins uc ions o each s a ion clea and unde s andable?
123.633
< 0.001
3
We e he ques ions ele an o he syllabus?
186.5174
< 0.001
4
Did you eel you had adequa e ime o comple e each s a ion?
178.0664
< 0.001
5
Did you ind OSPE mo e s ess ul han adi ional assessmen me hods?
34.6322
< 0.001
6
Should OSPE be used as a me hod o assessmen in Biochemis y in u u e exams?
102.6452
< 0.001
7
Do you ind OSPE mo e e ec i e and knowledge-d i en han adi ional assessmen me hods?
120.0632
< 0.001
8
OSPE is a be e ool o assess di e en domains o knowledge.
127.679
< 0.001
9
OSPE is a mo e e ec i e ool o assessing a ious domains o lea ning.
87.8954
< 0.001
10
Teache s' a i udes du ing OSPE we e be e han du ing adi ional assessmen me hods.
90.5618
< 0.001
11
OSPE elimina e bias in assessmen .
141.9962
< 0.001
12
Wha domain does OSPE p ima ily assess in lea ne s?
206.156
< 0.001
No e: The able shows he Chi-squa e alues, he co esponding p- alues. C onbach’s alpha o he ques ionnai e = 0.859.
Abb e ia ions: p, p obabili y- alue; OSPE, objec i e s uc u ed p ac ical examina ion.
O 132 s uden s assessed in ba ches o 50 o e h ee days,
31.1% had p io knowledge o OSPE. Mo e han 80%
epo ed ha he ins uc ions p o ided be o e s a ing he
OSPE p o ocol we e clea and easy o unde s and.
Addi ionally, app oxima ely 96% belie ed ha he ime
allo ed o each s a ion was su icien o comple e hei
asks. O e 80% o he s uden s el ha OSPE was mo e
e ec i e han adi ional assessmen me hods. Rega ding
he ins uc o s' a i udes, abou 76% conside ed hem o
be mo e posi i e. Howe e , 27.3% ound OSPE s ess ul
compa ed o he simple spo ing exe cises hey aced in
Biochemis y p ac ical examina ions du ing hei
in e nal mock p epa a o y es s.
Fac o s con ibu ing o his anxie y may include he lack
o adequa e mock exams be o e he ac ual assessmen ,
insu icien p io knowledge o OSPE, con inuous
obse a ion by examine s du ing he examina ion, and
being e alua ed agains checklis s. Ne e heless, mos
s uden s exp essed con idence ha hey would pe o m
s ess- ee du ing hei p o essional examina ions. The
analysis o he 27.3% o s uden s who expe ienced s ess
will be included as an aspec o his s udy in u u e
ex ensions [15]. Figu es 2 and 3 show de ailed analyses
o he OSPE eedback conduc ed unde di e en
headings in pie cha s and ba g aphs.
Figu e 2. Pie-cha s depic ing he s uden 's pe cep ion abou he o e all conduc o OPSE
[ DOI: 10.61882/edcj.18.2.144 ] [ Downloaded om edujou nal.zums.ac.i on 2025-10-03 ]
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Ismail e al.: S uden s' insigh s on he objec i e s uc u ed p ac ical examina ion as an assessmen ool
Jou nal o Medical Educa ion De elopmen ¦ Volume 18 ¦ Issue 2 ¦ 2025 149lopmen ¦
Volume 17 ¦ Issue 54¦ 2024
Figu e 3. Ba g aphs depic ing he iewpoin s o pa icipan s on OSPE as an assessmen ool
Discussion
OSPE has gained wo ldwide ecogni ion as an imp o ed
me hod o eaching, lea ning, and assessmen [16]. The
highligh s o i s bene i s include a ocus on p ac ical
skills, a s uc u ed and objec i e way o assessmen ,
cons uc i e eedback, alignmen wi h he compe encies,
and encou agemen o s uden s o ac i e lea ning [17].
Se e al s udies u he poin ed ou ha OSPE p o ides
objec i e, uni o m, and ocused assessmen , he eby
p o iding an unbiased e alua ion o he s uden s [18].
This ag ees wi h he indings epo ed by Ma d &
Gha ou i, who men ion ha OSPE inc eases he
sa is ac ion o medical s uden s. Abou 86% o s uden s
belie ed ha OSPE es s all he skill domains o he
assessmen [19]. Rajkuma e al. ound ha OSPE is a
signi ican ly be e assessmen ool o e alua ing
p ac ical skills in all p eclinical subjec s [20].
Ramachand a e al., in hei s udy, emphasized he
accep ance o OSPE in he medical cu iculum by bo h
s uden s and acul y [21]. A s udy conduc ed a King
Saud Uni e si y, Saudi A abia, by Alsai e al. obse ed
ha mock OSPE sessions conduc ed be o e he
p o essional examina ions educed he s ess o MBBS
s uden s and imp o ed hei pe o mance [22].
Rega ding bias elimina ion, 77.7% ag eed ha
in oducing OSPE is expec ed o educe bias, while
16.9% emained neu al. 89.4% ag eed ha OSPE
imp o es and encou ages he lea ne o pay mo e
a en ion owa ds p ac ical examina ions. These indings
align wi h P asad e al.'s indings, who indica ed ha " he
OSPE o ma was pe cei ed mo e a ou ably by s uden s
and esul ed in a highe a e age sco e" [15]. OSPE could
be used o examine some cha ac e is ics o pos g adua e
s uden s, such as pe o mance du ing p ocedu es,
ecogni ion o molecula echniques and bioma ke s,
in e p e a ion o esul s, and diagnos ics. In addi ion o
he a ious posi i e aspec s men ioned, implemen ing
OSPE p esen s signi ican challenges ha mus be
acknowledged. The OSPE o ma is o en c i icized o
equi ing esou ces and ime in i s a angemen and
conduc , especially he need o la ge manpowe ,
p epa a ion o p e-de ined checklis s, la ge spaces/halls,
skill labs, simula o s, and well- ained s a [23]. Ye
ano he aspec is he exhaus ion and d aining o he
examine s by he end o he o a ion, esul ing in bias o
un ai e alua ion [24]. Elabo a ing he indings o ou
s udy, excep o he i s c i e ion, "Do you ha e any
p io exposu e/knowledge/unde s anding o OSPE?" all
c i e ia om 1-7 gi en o assess he s uden 's pe cep ion
o he o e all conduc o OPSE showed signi ican
di e ences in esponse pa e ns. The p- alue o he i s
ques ion is g ea e han 0.001, indica ing no s a is ically
signi ican di e ence in he dis ibu ion o esponses.
This indica es ha s uden s' esponses ("Yes", "No",
"Somewha ") ega ding his ques ion we e e enly
dis ibu ed o exhibi ed no clea pa e n. The esul s
suppo he e ec i eness and accep abili y o OSPE as
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150 Jou nal o Medical Educa ion De elopmen ¦ Volume 18 ¦ Issue 2 ¦ 2025
an assessmen ool, wi h posi i e eedback ega ding i s
ele ance, adequacy o ime, cla i y, and e ec i eness.
Fu he , he esul s o all ou c i e ia om 8-11 showed
highly signi ican di e ences in esponses, emphasizing
a s ong posi i e iewpoin o OSPE as an assessmen
ool. S uden s ecognize i s e ec i eness in assessing
knowledge, elimina ing bias, de eloping posi i e eache
in e ac ions, and encou aging s uden s o ocus on
p ac ical skills. This again unde lines OSPE's sui abili y
and accep abili y as a mode n assessmen me hod. An
excep ionally small p- alue was ob ained o he las
c i e ion, demons a ing a e y s ong and clea pa e n
in he da a. I shows ha he esponses we e no e enly
dis ibu ed; ins ead, he e was a signi ican p e e ence o
one op ion. S uden s ag eed on a speci ic op ion
comple ely, which is he e ec i eness o OSPE in
assessing he di e se skills o he lea ne . This esul
u he alida es he obus ness o he obse a ions,
highligh ing a de ini i e and consis en ag eemen
among he pa icipan s. The s udy ies o e alua e OSPE
om s uden s' insigh s, bu a ew limi a ions o his s udy
need o be add essed. Fi s ly, he lack o a p ope la ge
a ea ixed and iden i ied o each s a ion will e amp he
way OSPE is conduc ed. Secondly, s uden s om
di e en ins i u ions should be included. Fu u e esea ch
shall be done ac oss mul iple ins i u ions, mainly in
di e en a eas wi h a ying esou ces, o make he
indings gene alizable. Las ly, he sample size needs o
be inc eased o imp o e he powe o he s udy. A la ge
sample size wi h di e se pa icipan s om a ying
educa ional and socio-economic backg ounds will gi e a
b oade pe spec i e.
Conclusion
S uden s p o ided posi i e eedback, indica ing ha his
e alua ion enhances hei lea ning. OSPE was pe cei ed
as an e ec i e ool o bo h eaching and assessmen .
The e o e, i seems o be a s uden - iendly, e ec i e,
and less biased me hod o labo a o y-based
examina ions. O e all, s uden s' pe cep ions end o
a o OSPE. Fu u e esea ch should concen a e on ways
o enhance he p ocess o s anda dizing OPSE; his will
pa e he way o consis en e alua ion c i e ia.
E hical conside a ions
The s udy, i led "Objec i e s uc u ed p ac ical
examina ion: A be e assessmen ool o unde s and he
magni ude o pe cep ion owa ds unde g adua e
biochemis y p ac ical examina ion o e adi ional
me hods," was app o ed by he O ice o he Ins i u ional
E hics Commi ee, Jawaha lal Neh u Medical College,
Aliga h, U a P adesh, unde P oposal Re e ence
Numbe (IECJNMC/1655). Ve bal consen was ob ained
olun a ily om each s uden who was willing o
pa icipa e in his esea ch.
A i icial in elligence u iliza ion o a icle
w i ing
G amma ly was u ilized o e ine he English language
used in he documen .
Acknowledgmen s
In as uc u e acili ies p o ided by he Depa men o
Biochemis y, Jawaha lal Neh u Medical College, unde
he DST (FIST & PURSE) p og am a e g a e ully
acknowledged. The au ho s acknowledge P o esso
Najmul Islam, Chai pe son, Depa men o
Biochemis y, o his able guidance. We would like o
hank all he s uden s who pa icipa ed in his s udy.
Con lic o in e es s a emen
The au ho s decla e ha hey ha e no disce nible
compe ing inancial in e es s o pe sonal connec ions
ha could be in e p e ed as in luencing he conclusions
made in his wo k.
Au ho con ibu ions
S udy Idea o Design, Da a Collec ion, Da a Analysis,
and In e p e a ion: FI, SH, YS, IA and SM. Manusc ip
P epa a ion, Re iew, and Edi ing: FI, SH. Final
App o al: FI, SH, YS, IA and SM.
Suppo ing esou ces
This esea ch did no ecei e a speci ic g an om any
unding agency in he public, comme cial, o no - o -
p o i sec o s.
Da a a ailabili y s a emen
Da a will be made a ailable a a easonable eques .
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