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Objective Structured Practical Examination in Experimental Physiology Increased Satisfaction of Medical Students

Authors Mard SA, Ghafouri S

Received 28 May 2020

Accepted for publication 27 August 2020

Published 29 September 2020 Volume 2020:11 Pages 651—659


Checked for plagiarism Yes

Review by Single anonymous peer review

Peer reviewer comments 5

Editor who approved publication: Dr Md Anwarul Azim Majumder

Seyed Ali Mard, Samireh Ghafouri

Department of Physiology, Faculty of Medicine, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran

Correspondence: Samireh Ghafouri
Department of Physiology, Faculty of Medicine, Ahvaz Jundishapur University of Medical Sciences, PO Box: 6135715753, Ahvaz Iran
Tel +98-61 33112516
Fax +98-61 33332036

Background: Medical education is a dynamic process, which needs to be improved to meet the new expectations of medical practitioners, health workers, and communities from different countries. An important part of medical students’ education is to select an appropriate assessment method. In this regard, the objective structured practical examination (OSPE) can evaluate practical capabilities in a suitable step-wise, scientific, targeted and scheduled manner with direct consideration of student’s performance during programmed test stations. The purpose of this study is to investigate the outcomes of the OSPE utilization versus traditional practical examination (TPE) for evaluating students in experimental physiology.
Methods: Totally, 120 medical students were chosen as the participants of this study: 1. TPE group (TPE used as a final exam; n=40); 2. TPE + OSPE group (TPE applied for half of topics and OSPE for another half; n=41); and 3. OSPE group (OSPE performed as a final exam; n=39). In order to evaluate the effect of OSPE, the average final grade of studied groups was compared. In addition, a 5-point Likert scale questionnaire, consisting of 10 questions was used to evaluate the students’ attitudes toward using this method.
Results: The obtained results showed that the total grade in TPE group was significantly higher in comparison to TPE+OSPE and OSPE groups (respectively, P< 0.01 and P< 0.05), while according to students’ expression, the average score for all of the items in feedback questionnaire was increased significantly in TPE+OSPE and OSPE groups compared with TPE group (P< 0.001).
Conclusion: In summary, feedback from students showed that they were in favor of OSPE compared with the TPE, and according to their statements in a feedback questionnaire, OSPE can improve learning in physiology as well as increasing students’ satisfaction.

Keywords: OSPE, physiology, medical students, traditional practical examination, questionnaire, Ahvaz

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