Objective Structured Practical Examination OSPE

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Objective Structured Practical Examination
(OSPE)

• Sandeep Kaushal
• Associate Professor,
• Department of Pharmacology,
• Dayanand Medical College Hospital,
• Ludhiana, Punjab.

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Objectives

• At the end of the session, the participants must
  be able to understand the
•   Purpose
•   Criteria
•   Steps for preparing question check list

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Content

• Introduction
• Components of OSPE
• Formulation of OSPE
• Group task

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OSPE

• Instrument to assess skills in laboratory
  (practical) exercises.

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OSPE

• Adaptation of OSCE
• (Objective Structured Clinical Examination)
• Experiment performed
• Controlled manner
• No interaction with examiner

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Criteria

•   Uniform for all candidates
• Assessment of all objectives
• Score ? importance

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Formulating OSPE exercise-1

• Considerations before conducting sessions
• Objective
• Language
• Standardization
• - Steps to be evaluated (number content)
• - Time required to answer

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Formulating OSPE exercise-2

• Assessment of
• Theoretical concept
• Psychomotor skill
• Observation
• Interpretation

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Formulating OSPE exercise-3

• Supplementation of question with
•  Graph   Diagram
•   Chart   Table
•   Specimen Animal
•   Normal subject   Patient

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Formulating OSPE exercise-4

• Predetermined checklist
• Material required
• Instructions to technical staff
• Key containing
• model answers
• marks distribution
• Steps to be evaluated

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Check list

• 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

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Steps Practice Session

• 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)

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Instructions for students

• 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

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Examples

• Spotting
• Rabbit eye
• Rotheras test
• Guinea pig ileum
• RBC count
• PBF examination
• Urine for sugar

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Spotting-1

• Objective
• To test theoretical concept about
• Iatrogenic problem with use of Drug A
• Emergency use of Drug B
• Site of action of Drug C
• Major contraindication to the use of Drug D
• Transport of substance affected by Drug E

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Spotting-2

• Question
• Name one MAJOR iatrogenic problem produced by the
  use of this drug Drug A
• Name the MOST IMPORTANT emergency use of this
  specific PREPARATION Drug B
• Name one MAJOR enzyme inhibited by this drug
  Drug C
• Name one MAJOR contraindication for the use of
  this drug Drug D
• The transport of which substance is affected by
  this drug Drug E

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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

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Spotting-4

• Steps
• 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

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Spotting-5

• Instructions to students
• 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

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Spotting-6

• Instructions to laboratory staff/assistant
• 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

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Spotting-7

• Key for Examiner
• Total spots 5 Max. Marks 5 (1 per
  spot)
• Spot Answer
• Malignant hyperthermia
• Status epilepticus
• ?-glucosidase
• G-6-P deficiency
• Protons

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Spotting-8

• Evaluation sheet for Examiner
• Total spots 5 Max. Marks 5 (1 per spot) Roll
  No
• Spot Answer
  1 2 3 4
• Malignant hyperthermia Y/N Y/N
  Y/N Y/N
• Status epilepticus
  Y/N Y/N Y/N Y/N
• ?-glucosidase
  Y/N Y/N Y/N Y/N
• G-6-P deficiency
  Y/N Y/N Y/N Y/N
• Protons
  Y/N Y/N Y/N Y/N
• 
  TOTAL MARKS

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Spotting-9

• Answer sheet
• Roll No Max. Marks5 (1 per spot)
  Time5min
• Spot Answer
• 1
• 2
• 3
• 4
• 5

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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.

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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

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Calculation-3

• Answer
• 1000 mg of potassium permanganate

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Inference-1

• Objective
• To test inferential skill of the candidate
  based on experimental data   

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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

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Inference-3

• Answer
• Mydriatic with cycloplegia
• Anti-muscarinic drug

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OSPE - Advantages

• 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

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OSPE - Disadvantages

• Standard time duration for all- cant be ?/?
  
• Requires planning
• Requires validation
• Requires team work

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OSPE

Examinee
Examiner
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OSPE

• End result is not important
• but methodology is.

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Thanks