Study Of Observation Structured Practical Examination (OSPE) Implications In Second Year Medical Students.

[摘要] The objective of our study was to study the implications of Observation Structured PracticalExamination (OSPE) in second-year medical students. The study was conducted at our department ofPathology from June 2018 to February 2019. A purposive sampling technique was used to select 50participants. The OSPE assessments consisted of five stations that evaluated basic and clinicalcompetencies. Standardized scoring rubrics were used, and participants' scores were recorded.Additionally, qualitative data were collected through post-examination surveys and focus groupdiscussions to gather participants' perceptions of the OSPE process. The mean scores across the differentOSPE stations ranged from 3.8 to 4.5, indicating a generally high level of performance among theparticipants. The highest mean score was observed in the case scenario station, while the lowest meanscore was in the histological examination station. Participants perceived strengths of the OSPE, such as itsability to assess practical skills, simulate real clinical scenarios, and provide immediate feedback. Theyalso identified limitations, including time constraints and the inability to assess certain clinical skillsrequiring direct patient interaction. Participants reported that the OSPE positively impacted theirlearning by promoting critical thinking and enhancing clinical decision-making skills. The OSPE in thesecond year of medical education has significant implications for assessing students' clinicalcompetencies. It effectively evaluates knowledge and skills in various subject areas, provide valuablefeedback for professional development, and encourage self-reflection and self-directed learning.Addressing identified limitations and incorporating the strengths of the OSPE can further enhance itseffectiveness as an assessment tool.

[学科分类] 工程和技术（综合）

[关键词] Observation Structured Practical Examination;second-year medical students