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Utility and Feasibility of Objective Structured Practical Examination for Formative Assessment in Physiology: A Mixed-Methods Study from India

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Title: Utility and Feasibility of Objective Structured Practical Examination for Formative Assessment in Physiology: A Mixed-Methods Study from India
Language: English
Authors: Anumeha Bhagat (ORCID 0000-0001-9338-1073), Kiran Prakash (ORCID 0000-0003-4133-8545), Rashmi Chandel (ORCID 0000-0001-5328-7453), Anita S. Malhotra, Dipti Magan (ORCID 0000-0003-2982-1294)
Source: Advances in Physiology Education. 2026 50(1):132-139.
Availability: American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Peer Reviewed: Y
Page Count: 8
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Freshmen, Medical Education, Physiology, Test Construction, Skill Analysis, Minimum Competency Testing, Formative Evaluation, Student Attitudes, Objective Tests
Geographic Terms: India
DOI: 10.1152/advan.00170.2025
ISSN: 1043-4046
1522-1229
Abstract: Objective Structured Practical Examination (OSPE) is a structured, competency-based method for assessing practical skills. While OSPE is well established in clinical settings as Objective Structured Clinical Examination (OSCE), its feasibility and utility for formative assessment in preclinical subjects like Physiology in India remain underexplored. The aim of the study was to evaluate the feasibility, utility, and student perceptions of OSPE as a formative assessment tool for practical Physiology competencies. This mixed-methods study was conducted among 100 first-year Bachelor of Medicine and Bachelor of Surgery (MBBS) students. Two OSPE assessments were conducted 1 mo apart. Core certifiable competencies on blood pressure measurement and neurological examination were assessed. Quantitative analysis compared student scores across both assessments. Student perceptions were documented using a feedback questionnaire. Narrative feedback from students was analyzed through thematic analysis. Students performed better on their second OSPE assessment than the first one (P < 0.001) for all but one of the six questions. This may partly reflect a testing effect from reassessment of similar competencies. Questionnaire responses indicated strong agreement on OSPE's fairness (80%) and relevance (97.3%), with 81.3% advocating for its regular use. Thematic analysis highlighted strengths such as objectivity and skill focus, alongside weaknesses (time constraints and limited feedback) and threats (logistical challenges and subject cooperation). OSPE is a feasible and effective formative assessment tool for Physiology within the Indian Competency Based Medical Education (CBME) framework. This work adds context-specific insights from a resource-constrained Indian setting, offering practical directions for sustainable OSPE integration.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497547
Database: ERIC
FullText Text:
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  Data: Utility and Feasibility of Objective Structured Practical Examination for Formative Assessment in Physiology: A Mixed-Methods Study from India
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  Data: American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
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  Data: 10.1152/advan.00170.2025
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  Data: 1043-4046&lt;br /&gt;1522-1229
– Name: Abstract
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  Data: Objective Structured Practical Examination (OSPE) is a structured, competency-based method for assessing practical skills. While OSPE is well established in clinical settings as Objective Structured Clinical Examination (OSCE), its feasibility and utility for formative assessment in preclinical subjects like Physiology in India remain underexplored. The aim of the study was to evaluate the feasibility, utility, and student perceptions of OSPE as a formative assessment tool for practical Physiology competencies. This mixed-methods study was conducted among 100 first-year Bachelor of Medicine and Bachelor of Surgery (MBBS) students. Two OSPE assessments were conducted 1 mo apart. Core certifiable competencies on blood pressure measurement and neurological examination were assessed. Quantitative analysis compared student scores across both assessments. Student perceptions were documented using a feedback questionnaire. Narrative feedback from students was analyzed through thematic analysis. Students performed better on their second OSPE assessment than the first one (P &lt; 0.001) for all but one of the six questions. This may partly reflect a testing effect from reassessment of similar competencies. Questionnaire responses indicated strong agreement on OSPE&#39;s fairness (80%) and relevance (97.3%), with 81.3% advocating for its regular use. Thematic analysis highlighted strengths such as objectivity and skill focus, alongside weaknesses (time constraints and limited feedback) and threats (logistical challenges and subject cooperation). OSPE is a feasible and effective formative assessment tool for Physiology within the Indian Competency Based Medical Education (CBME) framework. This work adds context-specific insights from a resource-constrained Indian setting, offering practical directions for sustainable OSPE integration.
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  Data: 2026
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  Data: EJ1497547
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      – Type: doi
        Value: 10.1152/advan.00170.2025
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
        StartPage: 132
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Medical Education
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      – SubjectFull: Physiology
        Type: general
      – SubjectFull: Test Construction
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      – SubjectFull: Skill Analysis
        Type: general
      – SubjectFull: Minimum Competency Testing
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      – SubjectFull: Formative Evaluation
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Objective Tests
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      – SubjectFull: India
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      – TitleFull: Utility and Feasibility of Objective Structured Practical Examination for Formative Assessment in Physiology: A Mixed-Methods Study from India
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