This document discusses OSPE/OSCE (Objective Structured Practical Examination/Clinical Examination), assessment tools used to evaluate students' practical skills. It defines OSPE/OSCE as assessments using simulated environments, checklists, and student rotation between stations. The document outlines organizing and preparing OSPE/OSCE, including developing questions, assigning examiners, and simulating exam conditions. It also discusses station types, test planning, administration, and advantages like objectivity. While useful for comprehensive evaluation, OSPE/OSCE require significant time and resources to implement compared to traditional exams.

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2. Dr. Md. Shahidul Islam
BDS, MS
Associate Professor & Head
Dental Unit
Khwaja Yunus Ali Medical College
& Hospital
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OSCE/ OSPE

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Current Practice To be Practiced
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4. Learning Objectives
 Understanding of what is to be assessed in OSPE/OSCE
 Define OSPE/ OSCE
 Outline the characteristics of OSPE/OSCE
 Organizing an OSPE/OSCE
 Preparation of a good OSPE/OSCE station
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5.  To Asses students’-
 Practical skill
 Clinical skill
 Communication skill
 Recall knowledge
 Comprehension
 Application
 Analysis & synthesis
 Performance beyond the scope of oral /written exam.
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Purpose of Practical Examination

6. Traditional Practical/ Clinical Examination
 Limitations-
o Candidates have to face Different patients/ tests/
examiners
o Examiners do not closely observe the candidates
during his performance
o Communication skill, attitude & behavior of
candidates are usually not tested
o Small numbers of tests do not represent the overall
competencies
o Very poor scope of giving feedback after
examination
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7. History
• OSCE was described in 1975, by Harden et al., at the Dundee
University
• For assessment in preclinical and paraclinical subjects, OSPE, a
modified version of the OSCE has been adopted.
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9. Definition
These are the assessment tools in
which the components of clinical and
practical competencies are tested in
simulated environment using agreed
check list or rating scale and students
rotate round a number of stations
some of which have observers with
check list.
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10. Characteristics
• Objective: Objective refers to scoring of multiple examiners in
different stations resulting in a more objective score at the end
• Structured: Because every student sees the same problem and
performs the same tasks in the same time frame.
• Clinical/ Practical: Because the tasks are representative of those
found in real situations.
• An Examination
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11. Types of OSPE/OSCE Stations
• Procedure/ Performance/ Observed
• Question/ Unobserved/ Response
• Linked
• Rest
• Must Pass
• Extra length
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13. Procedure/ Performance/Observed Station
• Candidates perform a procedure
• Candidates Wear a roll number badge
• Observers observes and concurrently
rate
• Stations should be screened
• Station should be kept sufficient
distance
• A separate sheet for each candidate
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14. Question/ Unobserved/Response Station
 Questions to be attached in table
 Separate sheet for each station
 No observer
 No screen
 Drop the answer screen in a box
 Answer script to be counted before next
batch
 The question not to be given alone
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15. Linked Station
• Linked to previous station
• Response of previous procedure
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16. Rest Station
• Not for rest, rather for Adjustment
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17. Must Pass Station
•A student will fail, if s/he fail in this station
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18. Extra Length Station
• A student need double/triple duration to perform a task
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19. OSPE Question- example
1st Professional BDS Examination , May 2022
OSPE Station no.3, Procedural
KYAMC Dental Unit Marks- 5 Time- 5min
Question: Please measure the Blood Pressure of this individual by
Auscultatory method
Instruction: Please memorize your findings for the next station
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20. Check List for Examiner-Example
1st Professional BDS Examination , May 2022
KYAMC Dental Unit OSPE Station 3 Procedural Subject: Physiology
Area of the Performance Roll no.
101 102 103
1. Greetings
2. Introduction
3. Explanation of purpose of examination
4. Permission
5. Exposure
6. Placing the cuff
7. Palpation
8.Placing stethoscope
9. Placing ear piece
10. Measurement
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21. Question Station, Linked station
1st Professional BDS Examination , May 2022
OSPE Station no.4
KYAMC Dental Unit Sub.- Physiology Marks- 5 Time- 5min
Question Marks
1. Name the instruments you have used in previous station 1
2. Name the sound that have heard in stethoscope 1
3. What was the posture of the subject during procedure? 1
4. Name the artery occluded during BP measurement 1
5. What was the systolic pressure of subject? 1
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22. Answer Script
1st Professional BDS Examination , May 2022
OSPE Station no.4, Linked station
KYAMC Dental Unit Sub.- Physiology Roll no.
Answers-
1. Name of the instruments -
2. Name of the sound -
3. Posture of the subject-
4.Name of artery-
5. Systolic BP-
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23. Rating Scale with Standard Answer
1st Professional BDS Examination , May 2022
OSPE Station no.4, Linked station
KYAMC Dental Unit Sub.- Physiology
Standard Answers- Marks
1. Name the instruments -
2. Name the sound -
3. Posture of the subject
4.Name of artery
5. Systolic BP
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24. Organization of OSPE/OSCE
• Advance planning and preparation
• Activities on the day before examination
• Activities on the day of examination
• Activities after examination
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25. Advance Planning & Preparation
 Preparation of Questions with check list/ rating scale/
standard answer
 Fix the examination schedules
 Assign one teacher as organizer
 Preparation of test matrix/ blue print
 Deciding number of the stations
 Deciding duration of the stations
 Selection of venue
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26. Cont’d…
 Selecting and training of simulated patients
 Preparation of mannequins/model/ simulated
machineries
 Deciding for scoring for each station
 Preparation of examination hall
 Selecting and training/ briefing the observer
 Informing the students about prerequisites
 Arrange budget and refreshment
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27. Test Matrix- OSCE
(Medicine), Dummy
Professional Task &
Their Relative
Weightage
Contents area of Subject and their relative weightage
GIT 20% CVS 10% Neuro 10% Resp 20% Infect. 20% Renal 10% Endo 10%
History taking
10%
Invest./ Interpretation /
Proposing 10%
Performing Procedure
10%
Counseling 10%
Planning Treatment/
Managing Problem
10%
Identification 40%
Diagnosis 10%
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29. Activities on the Day before Exam
 Check & Rearrange (if necessary)-
 The exam hall with stations
 The equipment
 The questions
 Instruction to students, patients
and examiners
 Light, electricity, ventilation
 Refreshment
 Toilet, etc
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30. Activities on the Day of Exam
 Recheck exam hall
 Final briefing run the circuit
by a ringing bell
 Quarantine
 Conduction of examination in
the same day
 Trouble shoots the
unforeseen problems
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31. Activities after the Day of Exam
 Collect answer sheet and rating scale
 ± Keep the students in the institute
 Compute the results
 ± Give the feedback to students
 Gathers written comments for improvement from
examiners & observers
 Preserve the question & related docs for future
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32. Advantages of OSPE/OSCE
 These are objective assessment tools as-
 All stations are same for all students
 Patients are usually simulated and trained/
briefed to show same sign and symptoms
 Check list/ rating scale and answer are same for
all
 The examiners are well briefed/ trained
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33. contd.
 It is also reliable assessment tools as-
 The duration and task for all the examiners and
examinees in each station are constant
 Ideally all students appear in examination in
same day
 More valid assessment tools as-
 Covering wider contents area with large number
of stations
 Prepared based on the objectives of the course
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34. Limitations of OSPE/OSCE
 It needs considerable time, efforts, skills &
team work to plan, conduct and evaluate
 These are cumbersome and costly than
traditional practical and clinical
examinations
 OSPE/OSCE assess the students in
simulated environment which may not
represent their future performance in real
life practice
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35. References
• Operational Manual for the Workshop on teaching methodology &
assessment, CME, Dhaka
• Malhotra SD, Shah KN, Patel VJ. Objective structured practical examination
as a tool for the formative assessment of practical skills of undergraduate
students in pharmacology. J Edu Health Promot 2013;2:53.
• Ananthakrishnan N. Objective structured clinical/practical examination
(OSCE/OSPE). J Postgrad Med 1993;39:82
• Nayar U, Malik SL, Bijlani RL. Objective structured practical examination: a
new concept in assessment of laboratory exercises in preclinical sciences.
Med Educ. 1986 May;20(3):204-9. doi: 10.1111/j.1365-
2923.1986.tb01169.x. PMID: 3724576.
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36. Acknowledgement
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37. Thank You
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38. Q & A
Q A
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