Students' insights on the objective structured practical examination as an assessment tool for undergraduates

Copy igh © 2025 Zanjan Uni e si y o Medical Sciences. Published by Zanjan Uni e si y o Medical Sciences. This wo k is licensed unde a C ea i e Commons A ibu ion-NonComme cial 4.0 In e na ional license (h ps://c ea i ecommons.o g/licenses/by- nc/4.0/). Noncomme cial uses o he wo k a e pe mi ed, p o ided he o iginal wo k is p ope ly ci ed. 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 ] 1 / 9 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]. [ DOI: 10.61882/edcj.18.2.144 ] [ Downloaded om edujou nal.zums.ac.i on 2025-10-03 ] 2 / 9 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 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 ] 3 / 9 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. [ DOI: 10.61882/edcj.18.2.144 ] [ Downloaded om edujou nal.zums.ac.i on 2025-10-03 ] 4 / 9 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 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 ] 5 / 9 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 [ DOI: 10.61882/edcj.18.2.144 ] [ Downloaded om edujou nal.zums.ac.i on 2025-10-03 ] 6 / 9 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 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 . Re e ences 1. Abbasi M, Shi azi M, To kmandi H, Homayoon S, Abdi M. Impac o eaching, lea ning, and assessmen o medical law on cogni i e, a ec i e and psychomo o skills o medical s uden s: a sys ema ic e iew. BMC Medical Educa ion. 2023;23(1):703. [h ps://doi.o g/10.1186/s12909-023-04695-2] 2. Ha den RM, S e enson M, Downie WW, Wilson GM. Assessmen o clinical compe ence using objec i e [ DOI: 10.61882/edcj.18.2.144 ] [ Downloaded om edujou nal.zums.ac.i on 2025-10-03 ] 7 / 9 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 151lopmen ¦ Volume 17 ¦ Issue 54¦ 2024 s uc u ed examina ion. B i ish Medical Jou nal. 1975;1(5955):447-51. 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