Objective structured practical examination: Perceptions of the 1st year allied health sciences students in basic medical sciences

Background: Learning should be concept oriented. Especially, in the medical sciences, skill‑based learning is essential than theoretical learning. OPSE is one such eligible assessment tool to assess students’ individual competencies. Aim and Objective: The present study is taken up to learn the perception of the students regarding OPSE when compared to traditional subjective practical assessment patterns. Materials and Methods: One hundred 1st year male and female physiotherapy students were part of the study after obtaining the written informed consent. Students were trained in objective structured practical examination (OSPE) through an orientation program conducted by head of the department of physiology. Students were explained the importance of OSPE in developing the practical skills. Five OSPE stations were arranged during the practical examination and checklist was provided to the examiner. The OSPE is from hematology and the questions were like “Prick your own finger under aseptic conditions.” After completion of the examination, all the students were requested to give their perceptions about the OSPE. Standard questionnaire from the literature was used in the study. Results: Majority of the participants agreed that OSPE is an effective method of examination and can be implemented in the curriculum. Conclusion: The study provides further results for effectiveness of OSPE as an effective tool in the examinations. The study results recommend implementation of OSPE in the curriculum.