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Medical students' perception of the proposal for theme-based integrated multi-disciplinary objective structured practical examination in Saudi Arabia.

Hassan MS, Yacoubi A - J Educ Eval Health Prof (2016)

Bottom Line: This difference was statistically significant (P<0.05).This study suggested a new model for assessment of preclinical students' competencies using the proposed tool (TBI-OSPE) rather than standard classical OSPE, particularly in curricula involving high levels of integration and theme-based problems.This form of assessment would more positively enhance learning.

View Article: PubMed Central - PubMed

Affiliation: Department of Pharmacology and Medical Education, Suez Canal University College of Medicine, Ismailia, Egypt.

ABSTRACT
This study aimed to find the opinion of preclinical medical students concerning a new suggested approach for practical assessment. Fifty-three female students agreed to participate in this study, out of 87 registered students in years 2 and 3 of the basic science phase of the College of Medicine, Qassim University, Kingdom of Saudi Arabia. Full explanation was made to the students of theme-based integrated objective structured practical examination (TBI-OSPE), followed by distribution of a questionnaire to collect the students' opinions. The study was conducted in January 2015. Results showed that 78% of respondents were accepting of this new approach, and that only 5.7% rejected it. This difference was statistically significant (P<0.05). This study suggested a new model for assessment of preclinical students' competencies using the proposed tool (TBI-OSPE) rather than standard classical OSPE, particularly in curricula involving high levels of integration and theme-based problems. This form of assessment would more positively enhance learning.

No MeSH data available.


Diagram of theme-based integrated multi-disciplinary objective structured practical examination newly proposed in the College of Medicine, Qassim University, Kingdom of Saudi Arabia.
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f2-jeehp-13-15: Diagram of theme-based integrated multi-disciplinary objective structured practical examination newly proposed in the College of Medicine, Qassim University, Kingdom of Saudi Arabia.

Mentions: Historically, objective structured practical examination (OSPE) has been related to and conceptually synonymous with the previously-implemented objective structured clinical examination (OSCE) [1]. OSPE is primarily used to validly, fairly, and reliably evaluate students’ competencies in the practical domains of basic sciences, with a good capacity for distinction between different categories of students [2,3]. In classical multi-disciplinary (Fig. 1) or mono-disciplinary OSPE, students are assessed via 15-20 stations. Each station involves either a procedure or a response, and is designed to test a component of basic science competency. Noticeably, most institutes using OSPE apply it in a mono-disciplinary examination (i.e., an examination in one discipline) [2]. Qassim College of Medicine, Kingdom of Saudi Arabia, is adopting an innovative curriculum using problem-based learning (PBL), a hybrid approach, and implements standard classical OSPE rather than theme-based integrated OSPE (TBI-OSPE), with first- through third-year medical students gaining early exposure to clinical skills via a clinical skills laboratory. The classical multi-disciplinary OSPE currently implemented by the College was introduced in 2011. As currently implemented, the guiding principle of this classical OSPE is to allow the various basic science departments to participate in practical examination of the students at the end of the course. However, in the context of a PBL approach, in which problems are usually designed based on pre-planned themes, the practical examination should also be designed on the same principles (i.e., theme-based integration rather than classical OSPE). With TBI-OSPE, we suggest another form of examination that—instead of preparing OSPE stations from a single department (mono-disciplinary OSPE) or independent stations from different departments in the same examination (multi-disciplinary OSPE)—respects and acknowledges the themes or areas addressed by educational problems during implementation of the course (block). This means that if students complete, for example, a cardiovascular block, with themes including hypertension, cardiac failure, cardiomyopathy, endocarditis, and so on, the TBI-OSPE should be designed such that in practical examination, the laboratory examination stations relate closely to samples selected from among these themes. For example, for the selected theme of hypertension, all basic science departments should provide relevant examination stations related to hypertension (Fig. 2). This study aimed to examine the opinions of preclinical students, including their insights and perceptions, concerning this suggested form of TBI-OSPE.


Medical students' perception of the proposal for theme-based integrated multi-disciplinary objective structured practical examination in Saudi Arabia.

Hassan MS, Yacoubi A - J Educ Eval Health Prof (2016)

Diagram of theme-based integrated multi-disciplinary objective structured practical examination newly proposed in the College of Medicine, Qassim University, Kingdom of Saudi Arabia.
© Copyright Policy
Related In: Results  -  Collection

Show All Figures
getmorefigures.php?uid=PMC4835744&req=5

f2-jeehp-13-15: Diagram of theme-based integrated multi-disciplinary objective structured practical examination newly proposed in the College of Medicine, Qassim University, Kingdom of Saudi Arabia.
Mentions: Historically, objective structured practical examination (OSPE) has been related to and conceptually synonymous with the previously-implemented objective structured clinical examination (OSCE) [1]. OSPE is primarily used to validly, fairly, and reliably evaluate students’ competencies in the practical domains of basic sciences, with a good capacity for distinction between different categories of students [2,3]. In classical multi-disciplinary (Fig. 1) or mono-disciplinary OSPE, students are assessed via 15-20 stations. Each station involves either a procedure or a response, and is designed to test a component of basic science competency. Noticeably, most institutes using OSPE apply it in a mono-disciplinary examination (i.e., an examination in one discipline) [2]. Qassim College of Medicine, Kingdom of Saudi Arabia, is adopting an innovative curriculum using problem-based learning (PBL), a hybrid approach, and implements standard classical OSPE rather than theme-based integrated OSPE (TBI-OSPE), with first- through third-year medical students gaining early exposure to clinical skills via a clinical skills laboratory. The classical multi-disciplinary OSPE currently implemented by the College was introduced in 2011. As currently implemented, the guiding principle of this classical OSPE is to allow the various basic science departments to participate in practical examination of the students at the end of the course. However, in the context of a PBL approach, in which problems are usually designed based on pre-planned themes, the practical examination should also be designed on the same principles (i.e., theme-based integration rather than classical OSPE). With TBI-OSPE, we suggest another form of examination that—instead of preparing OSPE stations from a single department (mono-disciplinary OSPE) or independent stations from different departments in the same examination (multi-disciplinary OSPE)—respects and acknowledges the themes or areas addressed by educational problems during implementation of the course (block). This means that if students complete, for example, a cardiovascular block, with themes including hypertension, cardiac failure, cardiomyopathy, endocarditis, and so on, the TBI-OSPE should be designed such that in practical examination, the laboratory examination stations relate closely to samples selected from among these themes. For example, for the selected theme of hypertension, all basic science departments should provide relevant examination stations related to hypertension (Fig. 2). This study aimed to examine the opinions of preclinical students, including their insights and perceptions, concerning this suggested form of TBI-OSPE.

Bottom Line: This difference was statistically significant (P<0.05).This study suggested a new model for assessment of preclinical students' competencies using the proposed tool (TBI-OSPE) rather than standard classical OSPE, particularly in curricula involving high levels of integration and theme-based problems.This form of assessment would more positively enhance learning.

View Article: PubMed Central - PubMed

Affiliation: Department of Pharmacology and Medical Education, Suez Canal University College of Medicine, Ismailia, Egypt.

ABSTRACT
This study aimed to find the opinion of preclinical medical students concerning a new suggested approach for practical assessment. Fifty-three female students agreed to participate in this study, out of 87 registered students in years 2 and 3 of the basic science phase of the College of Medicine, Qassim University, Kingdom of Saudi Arabia. Full explanation was made to the students of theme-based integrated objective structured practical examination (TBI-OSPE), followed by distribution of a questionnaire to collect the students' opinions. The study was conducted in January 2015. Results showed that 78% of respondents were accepting of this new approach, and that only 5.7% rejected it. This difference was statistically significant (P<0.05). This study suggested a new model for assessment of preclinical students' competencies using the proposed tool (TBI-OSPE) rather than standard classical OSPE, particularly in curricula involving high levels of integration and theme-based problems. This form of assessment would more positively enhance learning.

No MeSH data available.