OSPE:  Must know for the medical students – experience from a medical faculty in Malaysia

Nasrin Habib; Tahmina Afrose; Ebrahim Nangarath Kottakal  Cheriya

doi:10.5281/zenodo.6319671

Nasrin Habib MBBS, M.Phil MPH, Senior Lecturer, Department of Physiology, Faculty of Medicine, Quest International University Perak, No. 227, Plaza Teh Teng Seng (level 2), Jalan Raja Permaisuri Bainun, 30250 Ipoh, Perak Darul Ridzuan, Malaysia https://orcid.org/0000-0002-7097-8798
Tahmina Afrose MBBS, M.Phil MPH, Senior Lecturer, Department of Physiology, Faculty of Medicine, Quest International University Perak, No. 227, Plaza Teh Teng Seng (level 2), Jalan Raja Permaisuri Bainun, 30250 Ipoh, Perak Darul Ridzuan, Malaysia
Ebrahim Nangarath Kottakal Cheriya M.Sc, Ph.D., Senior Lecturer, Department of Physiology, Faculty of Medicine, Quest International University Perak, No. 227, Plaza Teh Teng Seng (level 2), Jalan Raja Permaisuri Bainun, 30250 Ipoh, Perak Darul Ridzuan, Malaysia

DOI: https://doi.org/10.5281/zenodo.6319671

Keywords: Clinical competency, examination tool, marks, Objective Structured Practical Examination, station

Abstract

Objective Structured Practical Examination (OSPE) is considered one of the most effective methodologies for the assessment of the clinical skills of medical students. It is the best way to examine clinical competence. Ideally, we use approximately 5 stations for the OSPE examination, but sometimes the number of stations may increase. Observers with agreed checklists having a suitable number of questions, mark the student's performance. This is a valid tool to assess clinical competency. This integrated evaluation process enhances the teacher-student interaction positively.