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Izah et al

By Izah, SC; Odubo, TC; Ajumobi, VE; Osinowo, O (2022).

Greener Journal of Educational Research

Vol. 12(1), pp. 01-12, 2022

ISSN: 2276-7789

Copyright ©2022, the copyright of this article is retained by the author(s)

http://gjournals.org/GJER

 

 

 

 

 

Attitudes to and evaluation of Objective Structured Practical Examination by first-year Microbiology Students of a Tertiary Educational Institution in Nigeria.

 

 

Sylvester Chibueze Izah1*; Tamaraukepreye Catherine Odubo1; Victor Emeka Ajumobi1; Olugbenro Osinowo2

 

 

1Department of Microbiology, Faculty of Science, Bayelsa Medical University, Yenagoa, Bayelsa State, Nigeria.

2Department of Surgery, Faculty of Clinical Sciences, Bayelsa Medical University, Yenagoa, Bayelsa State, Nigeria.

 

 

ARTICLE INFO

ABSTRACT

 

Article No.: 112721138

Type: Research

Full Text: PDF, HTML, PHP, EPUB

Challenges associated with examiner variability, standardization, and uniformity of assessment have been identified in traditional practical examination methods of assessment of practical skills. These concerns have been addressed by the Objective Structured Practical Examination (OSPE), which is objective, reliable, and efficient for assessing individual students' practical knowledge, skills, and abilities. This study evaluated the attitudes to and evaluation of OSPE by first-year Microbiology Students of the Bayelsa Medical University, Nigeria. The entire class comprising 41 first-year Microbiology students participated in this study. They were randomly divided into four groups of 12, 12, 12, and 5 students. A total of 12 stations were created, including 10 and 2 work and rest stations, respectively. The practical knowledge assessed covered the three domains of learning (cognitive, affective, and psychomotor). Each student spent 5 minutes at each station. The attitude to the use of OSPE for evaluation was determined using structured questionnaires designed with the Likert’s scale (5-0). The results showed that the mean response was in the range of 3.56 – 4.22. The results also revealed that OSPE is an effective tool for assessing the students' knowledge and will give broader coverage of knowledge, opportunity to answer all questions, and make it easier to score high grades. It was therefore suggested to be adopted in the Department as a tool for assessing all practical examinations. The Cronbach’s alpha of 0.754 showed that the items (had good internal consistency) are good (reliable) for making a decision. Based on the findings of this study, we conclude that OSPE can replace the existing conventional method of practical examination and we recommend that the Department of Microbiology and other non-clinical disciplines adopt OSPE as an assessment tool for all practical examinations.

 

Accepted:  29/11/2021

Published: 31/03/2022

 

*Corresponding Author

Sylvester Chibueze Izah

E-mail: chivestizah@ gmail.com

Phone: +2347030192466

 

Keywords:

Assessment, Attitude, Microbiology Students, Objective Structured Practical Examination.

 

 

 

 

 

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REFERENCES

 

1.        Ananthakrishnan, N. (1993). Objective structured clinical/practical examination (OSCE/OSPE). Journal of Postgraduate Medicine 39(2), 82–84.

 

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3.        Frantz, J. M., Rowe, M., Hess, D. A., Rhoda, A. J., Sauls, B. L., and Wegner, L. (2013). Student and staff perceptions and experiences of the introduction of Objective Structured Practical Examinations: A pilot study. African Journal of Health Professions Education 5(2):72-74.

 

4.        Harden, R. M., and Cairncross, R. G. (1980). Assessment of practical skills: The objective structured practical examination (OSPE). Studies in Higher Education 5(2), 187-196.

 

5.        Harden, R. M., and Gleeson, F. A. (1979). Assessment of clinical competence using an Objective Structured Clinical Examination (OSCE). ASME Medical Education booklet 13(1), 39-54.

 

6.        Jain, S., Kalra, R., Mani, P., and Goswami, P. S. (2021).  Introduction and Evaluation of Objective Structured Practical Examination as an Assessment Tool in Pharmacology for Second Year Medical Students. Journal of Clinical and Diagnostic Research 15(3), FC01-FC04

 

7.        Jena, M., Bhat, V., and Indrani, K. (2015). Relevance of objective structured practical examination reinforced with multiple choice questions as a tool of learning and retention of knowledge in pathology among the undergraduate students. Journal of Medical Sciences and Health 1(2), 30-33.

 

8.        Krishna, M. N., Ashakiran, S., Deena, M., Mamatha, K., Shyamali, C., Ganesh, G., and Nandini, T. (2011). OSPE as a learning and evaluation tool for biochemistry: first experience. Journal of Clinical and Biomedical Sciences 1(2), 64 – 69.

 

9.        Mard, S. A., and Ghafouri, S. (2020). Objective Structured Practical Examination in Experimental Physiology Increased Satisfaction of Medical Students. Advances in Medical Education and Practice 11, 651—659.

 

10.     Natu, M. V., and Singh, T. (1994). Medical education objective structured practical examination (OSPE) in pharmacology – Students' point of view. Indian Journal of Pharmacology 26, 188–189.

 

11.     Patel RM (2017). Use of item analysis to improve quality of multiple-choice questions in II MBBS. Journal of Education Technology in Health Sciences 4(1), 22 – 29.

 

12.     Rahman, N., Ferdousi, S., Hoq, N., Amin, R., and Kabir, J. (2007). Evaluation of objective structured practical examination and traditional practical examination. Mymensingh Medical Journal 16(1), 7–11.

 

13.     Relwani, N. R., Wadke, R. A., Anjenaya, S., and Sawardekar, P. N. (2016). Effectiveness of objective structured practical examination as a formative assessment tool as compared to traditional method for M. B. B. S students. International Journal of Community Medicine and Public Health 3(12), 3526 – 3532.

 

14.     Hosseini, S., Hosseini, F., Vartanoosian, J., and Farzinfard, F. (2013) Validity and reliability of OSCE/OSPE in assessing Biochemistry laboratory skills of freshman Nursing students of Shahid Beheshti University of Medical Sciences, ICERI2013 Proceedings, pp. 6062-6069.

 

15.     Sai, S. K. G., Padmanabha, B. V., and Mukkadan, J. K. (2020). Objective structured practical examination: Perceptions of the 1st year allied health sciences students in basic medical sciences.  National Journal of Physiology, Pharmacy and Pharmacology 10(7), 530 – 532.

 

16.    Shenoy, P. J., Kamath, P., Sayeli, V., and Pai, S. (2017). Standardization and validation of objective structured practical examination in pharmacology: Our experience and lessons learned. Indian Journal of Pharmacology 49(4), 270–274.

 


 

 

Cite this Article: Izah, SC; Odubo, TC; Ajumobi, VE; Osinowo, O (2022). Attitudes to and evaluation of Objective Structured Practical Examination by first-year Microbiology Students of a Tertiary Educational Institution in Nigeria. Greener Journal of Educational Research, 12(1): 01-12.

 


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