Alia Bashir, Shaila Tahir, Junaid S Khan.
Objectively structured performance evaluation – a learning tool.
Biomedica Jan ;30(2):139-47.

The teaching and learning of medical students has always been a complicated process. Even the best of teachers at time may struggle in communicating knowledge and assessing its uptake. Simulated clinical and practical tools have recently gained popularity across the globe. They provide information regard- ing all the three aspects of assessment namely knowledge, skills and attitude. OSCE was first introduced by Harden in 1975. It encourages deep learning by testing higher cognitive functions. University of Hea- lth Sciences Lahore (UHS) modified the OSCE and introduced Objectively Structured Performance Eva- luation (OSPE) in 2008. In Pakistan, it is a relatively new assessment method. The aim of OSPE is to make practical examinations fair, objective and standardized in line with Best Evidence Medical Educa- tion (BEME) and the local needs. Assessment techniques appear to have an impact on students’ study strategies’ and influence their performance, that is, “Assessment Drives Learning.” Therefore in order to cope with assessments, students adapt different learning styles, viz., Deep Approach (DA), Surface Apa- thetic Approach (SAA) and Strategic Approach (SA). OSPE assesses students’ knowledge, different skills and attitude at the same time, therefore, leads the students to read the subject widely and to practice cli- nical skills extensively. It helps students not to just remember theory but also helps them to critically ref- lect on their learning course and its outcomes, therefore covering not only the cognitive but also effective domains. The aim of this paper is to review the impact of OSPE on students learning i.e. OSPE as a lear- ning tool. Literature has been reviewed extensively using Pubmed Medline, Paknet, Mediscape and Goo- gle Socratic. Review of literature has shown OSPE is a valuable learning tool.

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