Bashir A, Tahir S, Younas R, Khan JS.
Impact of OSPE on students’ approach to learning! a qualitative study.
Biomedica Jan ;32(3):206-13.

Background and Objectives: Simulated clinical and practical tools (OSCE/OSPE) assess students in all 3 domains and encourages deep learning by testing higher cognitive functions. In 2008, University of Health Sciences Lahore introduced the Objectively Structured Performance Evaluation (OSPE), with the purpose to improve students’ in-depth learning and to make assessments fair, objective and standarddised. Assessment techniques influences students’ study strategies’ and thus their performance, in order to cope with assessments, students adapt different learning styles, viz., Deep Approach (DA), Surface Apathetic Approach (SAA) and Strategic Approach (SA). OSPE leads the students to read the subject wisely and to practice clinical skills extensively. The objective of the study was to explore the impact of OSPE in the subject of Obstetrics and Gynaecology on undergraduate students’ approach to learning. Method: A qualitative phenomenological constructivism study was carried out. Total 12 semi structured interviews were conducted, six individual interviews with students and six with teachers to explore their perceptions and versions regarding the impact of OSPE on students’ study strategies. Data was analysed for its inherent themes and subthemes. Results: Two major themes were yielded. Educational impact of OSPE and psychological impact of OSPE on students learning. Conclusion: It seemed that the type of assessment, the way it has been introduced to students, teachers’ guidance and students’ motivation all play an important rate in influencing their learning approaches.

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