Transcript Objectives

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
1.
2.
3.
4.
5.
6.
Steps in sequence
Break into small steps
Outcome INDEPENDENT of previous steps
Marks  importance
Validation by test runs
(PG residents/Junior teachers/Self)
Open to suggestions
Steps: Practice Session
1.
2.
3.
4.
5.
Brief the students/ evaluators.
Distribute sheet containing OSPE to
- Students: Roll no, Time, Max. score
- Evaluators: Check list, Max. score, Roll no
No. of evaluators per station = 2.
No. of students per station = 1.
Move in one direction (ring of bell)
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
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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
Spot
1.
2.
3.
4.
5.
Max. Marks = 5 (1 per spot)
Answer
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 Y/N Y/N
2.
Status epilepticus
Y/N Y/N Y/N Y/N
3.
-glucosidase
Y/N Y/N Y/N Y/N
4.
G-6-P deficiency
Y/N Y/N Y/N Y/N
5.
Protons
Y/N Y/N 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:5min
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
10
20
5
6
7
9
+
+
+
-
No change
No change
No change
No change
+
+
+
+
Inference-3
Answer:
Mydriatic with cycloplegia
[Anti-muscarinic drug]
OSPE - Advantages
1.
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5.
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7.
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
Recall bias minimised
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