Objective Structured Practical Examination (OSPE)

1. Objective Structured Practical Examination (OSPE) Sandeep Kaushal Associate Professor, Department of Pharmacology, Dayanand Medical College & Hospital, Ludhiana, Punjab.

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

3. Content • Introduction • Components of OSPE • Formulation of OSPE · Group task

4. OSPE Instrument to assess skills in laboratory (practical) exercises.

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

6. Criteria • ·  Uniform for all candidates • · Assessment of all objectives • · Score importance

7. Formulating OSPE exercise-1 Considerationsbefore conducting sessions • Objective • Language • Standardization - Steps to be evaluated (number & content) - Time required to answer

8. Formulating OSPE exercise-2 • Assessment of • Theoretical concept • Psychomotor skill • Observation • Interpretation

9. Formulating OSPE exercise-3 • Supplementation of question with • ·Graph ·Diagram • ·Chart ·Table • ·Specimen · Animal ·Normal subject ·Patient

10. Formulating OSPE exercise-4 • Predetermined checklist • Material required • Instructions to technical staff • Key containing • model answers • marks distribution • Steps to be evaluated

11. 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

12. 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)

13. 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

14. Examples • Spotting • Rabbit eye • Rothera’s test • Guinea pig ileum • RBC count • PBF examination • Urine for sugar

15. 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

16. 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]

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. Spotting-9 Answer sheet Roll No:………… Max. Marks:5 (1 per spot) Time:5min Spot Answer 1 2 3 4 5

24. 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.

25. 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

26. Calculation-3 Answer: 1000 mg of potassium permanganate

27. Inference-1 Objective : To test inferential skill of the candidate based on experimental data   

28. 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 +

29. Inference-3 Answer: Mydriatic with cycloplegia [Anti-muscarinic drug]

30. 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

31. OSPE - Disadvantages • Standard time duration for all- can’t be / • Requires planning • Requires validation • Requires team work

32. OSPE Examinee Examiner

33. OSPE “End result is not important but methodology is.”

34. Thanks