Objective Structured Practical Examination OSPE Sandeep Kaushal Associate
Objective Structured Practical Examination (OSPE) Sandeep Kaushal Associate Professor, Department of Pharmacology, Dayanand Medical College & Hospital, Ludhiana, Punjab.
Objectives At the end of the session, the participants must be able to understand the · Purpose · Criteria · Steps for preparing question check list
Content · Introduction · Components of OSPE · Formulation of OSPE · Group task
OSPE Instrument to assess skills in laboratory (practical) exercises.
OSPE Adaptation of OSCE (Objective Structured Clinical Examination) • Experiment performed • Controlled manner • No interaction with examiner
Criteria · Uniform for all candidates · Assessment of all objectives · Score importance
Formulating OSPE exercise-1 Considerations before conducting sessions § § § Objective Language Standardization - Steps to be evaluated (number & content) - Time required to answer
Formulating OSPE exercise-2 § Assessment of • Theoretical concept • Psychomotor skill • Observation • Interpretation
Formulating OSPE exercise-3 § Supplementation of question with · Graph · Diagram · Chart · Table · Specimen · Animal · Normal subject · Patient
Formulating OSPE exercise-4 § Predetermined checklist • Material required • Instructions to technical staff • Key containing - model answers - marks distribution • Steps to be evaluated
Check list Steps in sequence 2. Break into small steps 3. Outcome INDEPENDENT of previous steps 4. Marks importance 5. Validation by test runs (PG residents/Junior teachers/Self) 6. Open to suggestions 1.
Steps: Practice Session Brief the students/ evaluators. 2. Distribute sheet containing OSPE to - Students: Roll no, Time, Max. score - Evaluators: Check list, Max. score, Roll no 3. No. of evaluators per station = 2. 4. No. of students per station = 1. 5. Move in one direction (ring of bell) 1.
Instructions for students 1. 2. 3. 4. 5. 6. 7. 8. Display Roll no prominently. Number of stations = n Proceed in one direction Time allotted = ‘t’ min (each station) Start & end of time (ring of bell) Clear instructions given at each station No interaction with examiners No negative marking
Examples Ø Ø Ø Ø Spotting Rabbit eye Rothera’s test Guinea pig ileum RBC count PBF examination Urine for sugar
Spotting-1 Objective : To test theoretical concept about 1. Iatrogenic problem with use of Drug A 2. Emergency use of Drug B 3. Site of action of Drug C 4. Major contraindication to the use of Drug D 5. Transport of substance affected by Drug E
Spotting-2 Question : 1. Name one MAJOR iatrogenic problem produced by the use of this drug [Drug A] 2. Name the MOST IMPORTANT emergency use of this specific PREPARATION [Drug B] 3. Name one MAJOR enzyme inhibited by this drug [Drug C] 4. Name one MAJOR contraindication for the use of this drug [Drug D] 5. The transport of which substance is affected by this drug [Drug E]
Spotting-3 Requirements : Question Well phrased, validated, unambiguous Clearly typed, Font 40+, Laminated/ Fresh Drug A. Halothane D. Primaquin B. Diazepam E. Lansoprazole C. Acarbose Stop watch Bell Numbered answer sheet
Spotting-4 Steps : 1. 2. 3. 4. 5. 6. 7. Instructions to laboratory staff Arrange questions in a sequence One spot per seat Supplement with suitable sample Appoint a time keeper Instructions to students Key for the examiner
Spotting-5 Instructions to students: 1. 2. 3. 4. 5. 6. 7. 8. Prominently display roll no. Number of stations = 5 Proceed in clockwise manner Time allotted = ‘ 1’ min (each station) Start & end of time (ring of bell) Clear instructions at each station Write answers on the sheet provided No negative marking
Spotting-6 Instructions to laboratory staff/assistant: 1. 2. 3. 4. 5. 6. 7. Check stop-watch, bell Number of stations = 5 Place questions with spots as per list Students to proceed clockwise Time allotted = ‘ 1’ min exactly (each station) Start & end of time (ring of bell) No talking/ gestures allowed
Spotting-7 Key for Examiner: Total spots = 5 Max. Marks = 5 (1 per spot) Spot Answer 1. 2. 3. 4. 5. Malignant hyperthermia Status epilepticus -glucosidase G-6 -P deficiency Protons
Spotting-8 Evaluation sheet for Examiner: Total spots = 5 Max. Marks = 5 (1 per spot) Roll No Spot Answer 1 2 3 4 1. Malignant hyperthermia Y/N Y/N 2. Status epilepticus Y/N Y/N 3. -glucosidase Y/N Y/N 4. G-6 -P deficiency Y/N Y/N 5. Protons Y/N Y/N TOTAL MARKS
Spotting-9 Answer sheet Roll No: ………… Spot Answer 1 2 3 4 5 Max. Marks: 5 (1 per spot) Time: 5 min
Calculation-1 Objective : To test calculation skill of the candidate Question: Calculate the amount of potassium permanganate required to prepare 50 ml of 2% potassium permanganate.
Calculation-2 Calculation: 2% means 20 mg/ ml solution [1 % 10 mg/ ml] Hence 50 ml of 2 % solution requires solute= 50 ml *20 mg/ ml =1000 mg
Calculation-3 Answer: 1000 mg of potassium permanganate
Inference-1 Objective : To test inferential skill of the candidate based on experimental data
Inference-2 Question: Comment on the nature of ocular preparation based on the following observational data obtained by its use in the right eye of rabbit. Time Pupil Light reflex conjunctival corneal [Min] size [mm] blood vessel reflex 0 5 + No change + 5 6 + No change + 10 7 + No change + 20 9 - No change +
Inference-3 Answer: Mydriatic with cycloplegia [Anti-muscarinic drug]
OSPE - Advantages 1. 2. 3. 4. 4. 5. 6. Minimum bias Uniform level of assessment Large number of skills can be assessed objectively Wider sampling-most topics can be covered Reliable method of testing Tailor made assessment of skills as per importance Minimum subjectivity
OSPE - Disadvantages 1. 2. 3. 4. Standard time duration for all- can’t be / Requires planning Requires validation Requires team work
OSPE Examinee Examiner
OSPE “End result is not important but methodology is. ”
Thanks
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