title: Assessment for learning with Objectively Structured Practical Examination in Biochemistry.
abstract: BACKGROUND
  Despite a radical shift in assessment methodologies over the last decade, the majority of medical colleges still follow the Traditional Practical Examination (TPE). TPE raises concerns about examiner variability, standardization, and uniformity of assessment. To address these issues and in line with the notion of assessments as motivating what and how students learn, Objectively Structured Practical Examination (OSPE) was introduced, as an assessment modality. Despite its usefulness, awareness and motivation to use the same, still needs to be probed.
  
  
  OBJECTIVE
  To implement OSPE in the assessment of practical skills in biochemistry, and to know student and faculty perspectives regarding OSPE.
  
  
  METHODS
  OSPE was introduced at the stage of formative assessment of practical skills, for 94 year one MBBS students.
  
  
  METHODS
  Students were divided into two groups; the first group was evaluated by the traditional method and the second by OSPE. Students were crossed over on a second examination. The mean score obtained by both the methods was compared statistically. Students and faculty perspectives regarding OSPE were obtained by a questionnaire. Student performance was compared using "Bland-Altman technique," and Student's t-test.
  
  
  RESULTS
  The mean scores of students was found to be significantly higher (P < 0.0001) when assessed with OSPE as compared to TPE. Number of students achieving >70% marks was also significantly higher with OSPE. Validity was supported by a significant correlation coefficient of comparison of marks by the two methods. Feedback from students and faculty indicated that they endorsed OSPE.
  
  
  CONCLUSIONS
  This evaluation demonstrated the need for a structured approach to assessment. Going in line with the notion that assessment drives learning, introducing OSPE would help tailoring teaching-learning to optimize student satisfaction and learning.
authors.affiliation: Department of Biochemistry, Government Medical College and Hospital, Chandigarh, India.
authors.forename: Shivani
authors.initials: S
authors.lastname: Jaswal
authors.affiliation: Department of Pediatrics, Christian Medical College, Ludhiana, Punjab, India.
authors.forename: Jugesh
authors.initials: J
authors.lastname: Chattwal
authors.affiliation: Department of Biochemistry, Government Medical College and Hospital, Chandigarh, India.
authors.forename: Jasbinder
authors.initials: J
authors.lastname: Kaur
authors.affiliation: Department of Biochemistry, Government Medical College and Hospital, Chandigarh, India.
authors.forename: Seema
authors.initials: S
authors.lastname: Gupta
authors.affiliation: Department of Pediatrics, Christian Medical College, Ludhiana, Punjab, India.
authors.forename: Tejinder
authors.initials: T
authors.lastname: Singh
keywords: Assessment; Objectively Structured Practical Examination; Traditional Practical Examination