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EDUCATIONAL RESEARCH
Year : 2017  |  Volume : 5  |  Issue : 2  |  Page : 155-160

Efficacy of OSPE as a teaching tool in Para-clinical subjects of Ayurved under graduation


1 Professor, Department of Rasashastra & Bhaishajya Kalpana, Mahatma Gandhi Ayurved College Hospital and Research Centre, Salod (H), Wardha (MH), India
2 Professor, Department of Kayachikitsa, Mahatma Gandhi Ayurved College Hospital and Research Centre, Salod (H), Wardha (MH), India
3 Professor, Department of Dravyaguna, Mahatma Gandhi Ayurved College Hospital and Research Centre, Salod (H), Wardha (MH), India
4 Professor, Department of Kriya Sharir, Mahatma Gandhi Ayurved College Hospital and Research Centre, Salod (H), Wardha (MH), India

Correspondence Address:
Anita Wanjari
Professor, Department of Rasashastra & Bhaishajya Kalpana, Mahatma Gandhi Ayurved College Hospital and Research Centre, Salod (H), Wardha (MH)
India
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Source of Support: None, Conflict of Interest: None


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Objective structured practical examination (OSPE) is an assessment system used in formative assessment, in which individual skill competency of the subject is assessed. It has been found to be valid, unbiased objective and trustworthy tool for assessment. Skill competency of students can be evaluated by OSPE which includes structured format. Thus, students problems can be identified easily and corrective measures can be undertaken. Considering this the present study was planned with the objective that OSPE can be used as a teaching tool and was introduced to Para-clinical Ayurved undergraduates. Sample size of 40 oriented to Rasparapti (RP) and Shwet parpati (SP) by conventional method and assessed by OSPE considering pre test. Based on assessment performance gap was identified. Sample size was randomly distributed in to two groups. One group was taught by conventional teaching (repetition of topic was done) whereas another group was taught by focused teaching emphasizing on performance gap. Both the groups were assessed by OSPE and the result was considered as post test. Pre and post evaluation score and feedback of students were analyzed. Analysis was done by using descriptive and inferential statistics using students unpaired t test. The software used in the analysis was SPSS 17.0 version and p<0.05 was considered as level of significance. Pre and post assessment comparison of group A and Group B in which focused teaching and conventional teaching were found significant p <0.05. The students who were intervened according to identification of performance gap during OSPE were having better skills in medicine preparation and errors were minimized as compared to other group who were intervened by traditional teaching. Present work revealed that OSPE can be implemented as a teaching tool for skill competency in medicine preparation in the subject of Rasshastra and Bhaishajya Kalpana.


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