| EDUCATIONAL FORUM |
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| Year : 2017 | Volume
: 49
| Issue : 4 | Page : 270-274 |
Standardization and validation of objective structured practical examination in pharmacology: Our experience and lessons learned
Preethi J Shenoy, Priyanka Kamath, Vinaykumar Sayeli, Sunil Pai
Department of Pharmacology, Kasturba Medical College, Manipal University, Mangalore, Karnataka, India
Correspondence Address:
Preethi J Shenoy
Department of Pharmacology, Kasturba Medical College, P.B. No. 53, Light House Hill Road, Hampanakatta, Mangalore - 575 001, Karnataka
India
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/ijp.IJP_519_16
OBJECTIVES: The present study is an attempt to standardize and establish validity and reliability of objective structured practical examination (OSPE) as a tool of assessment in pharmacology.
METHODS: The individual stations were standardized by establishing the blueprint of assessment, checklists for individual OSPE stations, and a review and revision of existing OSPE stations through intensive focus group discussions. Face and content validity was established by subject nonexperts and experts, respectively. Internal construct reliability was assessed using Cronbach's alpha. The scores obtained by the students during their formative sessional examinations were analyzed to calculate Cronbach's alpha, a measure of internal construct reliability and Pearson's coefficient of correlation was used to analyze test-retest reliability and interexaminer reliability. Student and faculty feedback were taken using an open-ended questionnaire.
RESULTS: The Pearson's coefficient of correlation for inter-rater reliability was 0.985, P = 0.0001. The Pearson's coefficient of correlation for test-retest reliability was 0.967, P = 0.0001. Cronbach's alpha values for first, second, and third sessional examinations were 0.825, 0.724, and 0.798, respectively.
CONCLUSION: The faculty and student feedback received was constructive and enabled a systematic review of the existing method and also served as a means to revise the existing curricula.
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