International Journal of Anatomy and Research

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Type of Article: Original Research

Year: 2016 | Volume 4 | Issue 1 | Page No. 1789-1794

Date of Publication: 31-01-2016



Rajiv Ranjan *1, Amit Jain 2, Rashmi Bhujade 3.

*1 Associate Professor, Department of Anatomy, RDGMC, Ujjain, Madhya Pradesh, India.
2 Associate Professor, Department of Anatomy, RDGMC, Ujjain, Madhya Pradesh, India.
3 Assistant Professor, Department of Community Medicine, RDGMC, Ujjain, Madhya Pradesh, India.

Address: Dr Rajiv Ranjan, B-6/I, R D Gardi Medical college campus, Ujjain- 456006, Madhya Pradesh, India. Mobile no.: +919039129569


Introduction: As teaching methodology has been going through a methodological transformation to a student-centric approach, problem- based learning and early clinical exposure; so should be the examination and evaluation technique. Considering the fact that still the 1st year undergraduates are being evaluated using the Traditional Practical Examination(TPE) technique; we considered to revamp it with Objective Structured Practical Examination (OSPE); the analogue of Objective Structured Clinical Examination (OSCE) in evaluation of practical perspective. Objectives of the present study are to determine the accuracy, efficacy, practicality and prospect of Objective Structured Practical Examination (OSPE) as a tool for assessment of teaching-learning outcome in anatomy among 1st year medical undergraduates.
Materials and Methods: 150 undergraduate students were evaluated using OSPE after undergoing through their TPE, during the pre-university examination. The event was followed by filling of a pre-set Likert-type questionnaire for their respective views about both TPE and OSPE. Their performance and responses were then analysed.
Result and Conclusion: OSPE emerged as a better tool in terms of assessment and performance as well as from the student’s point of view.
KEY WORDS: Medical Anatomy, Practical assessment, TPE, OSPE.


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Rajiv Ranjan, Amit Jain, Rashmi Bhujade. OSPE IN ANATOMY: NEW DIMENSIONS IN ASSESSMENT. Int J Anat Res 2016;4(1):1789-1794. DOI: 10.16965/ijar.2015.336




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