Abstract

Background: OSCE is a structured assessment of predetermined competencies including psychomotor, communication and data interpretation skill us. Despite challenges in its implementation, OSCE is a feasible approach for the assessment of clinical competence across varied geographical context in different specialties and disciplines. The introduction of OSCE in a resource limited setting like Jorhat Medical College is a small yet bold step on the road to competency based medical education.

Aim: To introduce OSCE as a formative assessment tool in Final Prof MBBS.

Specific Objectives: To introduce OSCE in assessment of knowledge, skills and attitude regarding neonatal thermoregulation among 8^th semester undergraduate students.

Methodology: 85 students of the 8^th semester MBBS batch participated in the OSCE project. There were a total of eight stations comprising 2 Question stations, 4 Procedure stations, 1Observed station (on communication skills) and 1 Rest station. Peer reviewed and pre validated checklist was used for marking the procedure and observed stations. Feedback on structured questionnaire was taken from students and faculty.

Results: The majority of students (88.2%) were satisfied with the OSCE experience. 84.7% of the students felt that OSCE was unbiased in terms of gender and ethnicity. 64.7% of students felt that OSCE minimized chances of failing while 71.8% felt that it helped to highlight areas of weakness.

Conclusion: OSCE is a step towards attainment of competency based education. It needs to be introduced in to the undergraduate curriculum to enrich existing assessment methods. The implementation of OSCE program needs meticulous planning, manpower, resources and faculty training.

Keywords: OSCE, Competency Based Medical Education, Formative Assessment, UG Curriculum, Neonatology.