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ISSN-0303-5212 |
| The
Journal of the Pakistan Medical Association Rawalpindi - Islamabad |
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Volume 34, Number 2, July - Dec. 2009 |  |
| MEDICAL EDUCATION |
| Designing the OSCE method for evaluation of practical immunology course of medical students: in comparison to written-MCQ and oral examination |
| Abdollah Jafarzadeh |
| Objective To design an objective structured clinical examination (OSCE) method for evaluation of medical students in practical immunology course and to compare their perceptions regarding OSCE with Multiple Choice Questions (MCQ) and Oral examination. Method A total of 42 students who had practical immunology course were included in the study. A series of 10 stations were established for OSCE. At each station the students were given a patient description were asked to answer questions for results and interpretation of tests within two minutes. Then, the MCQ examination consisting of 10 questions and oral examination with 10 same questions were conducted. Finally, a questionnaire regarding the quality of examination, being easy, being educative, being fair, and being suitable for evaluating tools for skills and anxiety were filled by students. Results OSCE, MCQ and Oral examination were perceived easy by 66.7%, 81% and 81% of students and were considered educative by 90.5%, 59.5% and 76.2% of students, respectively. Educative value of OSCE was thought to be significantly higher than MCQ (P<0.003). OSCE, MCQ and Oral examination were fair by 85.7%, 90.5% and 73.8% of students, respectively. A large proportion of students believed the fairness of MCQ was significantly higher as compared to Oral examination (P<0.04). Higher proportion of students reported that OSCE were suitable tools for evaluation of the practical skills as compared to MCQ and Oral examination (78.6% v 54.8% and 52.4%, respectively; P<0.02). OSCE, MCQ and Oral examination were stressful for 64.3%, 23.8% and 73.8% of students. Anxiety of MCQ was significantly lower in comparison to OSCE and oral examination (P<0.00001). In all methods, the anxiety was higher in females in comparison to males but only in QSCE method the frequency of female who had anxiety (80%) was significantly higher as compared to males (50%, P<0.05). Moreover, 81% of students agreed for evaluation of practical immunology with using of OSCE method. Conclusions Although, higher proportion of students had stressful feeling during OSCE method, majority believed that the OSCE was educational, fair and suitable tools for evaluation of skills. The OSCE was an acceptable method by majority of students to assess practical Immunology skills. Accordingly, the OSCE should be considered for evaluation of practical courses of medical students. (Rawal Med J 2009;34:219-222). |
| Key Words: Evaluation, OSCE, Multiple choice questions, Oral examamination. |
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