ANZACA2022
Theme: Learning from each other
December 7
th- 9
th, 2022
The University of Queensland, Australia
INTRODUCTION MATERIALS AND METHODES RESULTS
An essential part of medical imaging education is based on learning the student's skills needed in their practice.
Teaching anatomy to medical imaging students focuses on building a three-dimensional picture to examine and comprehend CT images. The selection of assessment methods is integral to medical imaging students' education. The traditional practical examination makes it very difficult to access the student's knowledge to satisfaction. The conventional practical test has several problems. Problems in communication significantly affect the outcome. The student's learning style is influenced by the assessment method followed. The type of assessment method used also determines the students involved with the kind of learning activity. Learning behaviour can be changed due to changes in the assessment procedures.
OSPE is a specified set of tasks which assesses what students can do in a structured pattern objectively under direct observation and is able to evaluate students' capability. OSPE evaluates "shows how" by assessing specific skills' performance in a controlled setting.
OBJECTIVE
This study was designed to evaluate the feasibility and efficacy of OSPE as an assessment tool for medical imaging students.
Seventy students were included in this study; 32 from 1st year and 38 from 2nd year participating in two OSPE models.
In OSPE model 1: students were given ten short case scenarios and asked to identify 5-8 structures on CT images related to each case (Fig.1).
In OSPE model 2: students were rotated through ten stations, at each station, students had to identify 3-4 structures on the cross-section anatomical models and correlate them with their corresponding structures on a given radiographic images. (Fig.2).
A separate designed feedback questionnaire was given to all participated students. Students opinions regarding both examination system were taken and the data was analysed statistically.
Fig.(1): a short case scenario, students were asked identify 5 structures on CT images
Most students (89%) strongly agreed that the OSPE improved their anatomy learning ability and understanding of practical skills more effectively. Also, most students (82%) emphasized that OSPE is a well-organized assessment tool. Moreover, 90 % strongly agreed that OSPE was well structured, relevant and uniform, and 88%
strongly agreed that OSPE was consistent with the learning objectives of the course contents.
Table 1: Students’ rating the features of OSPE
Question Features of OSPE Students Rating
1 Sufficient time was given for each station? 80%
2
Were the questions given clear?
95%
3
Were the questions given objective?
75%
4 Instruction were adequately given to understand OSPE 90%
5 Were the questions asked taught and practiced earlier? 95%
Table 2: Students’ feedback about given item
Question Item Student feedback
1 OSPE should be used as an assessment tool in medical imaging
90%
2 OSPE a fair method of examination 87%
3 Elimination of bias in OSPE 93%
4 General impression in favors of OSPE 78%
5 OSPE helps to correlate structures to medical imaging
modalities e.g. CT 95%
60
CONCOLUSION
In conclusion, our study shows that OSPE is an effective assessment tool to evaluate the medical imaging student’s anatomy knowledge effectively, bringing uniformity in the system of evaluation without any bias or avoiding the subjectivity in the examination which is possible in traditional method. We believe that OSPE is a feasible and reliable assessment tool in anatomy to medical imaging. By implementing OSPE, we have effectively improved the student’s practical skills in future medical imaging practice.
REFRERENACES
1. Edelstein DR, Ruder HJ. Assessment of clinical skills using video tapes of the complete medical interview and physical examination. Med.Teach.1990; 12:155-162.
2. Stiliman PL, Brown DR, Redfield DL, Sabors DL.
Construct validation of the Arizona clinical interview rating scale. Educational and Psychological Measurement 1977; 37:1031-38.
3. Newbie DI. The observed long case in clinical assessment.
Med.Educ.1991; 25:369-73.
Medical Imaging students practicing OSPE prior final OSPE
Fig.(2): students were asked to identify 3 structures on the cross- section anatomical models, and correlate them to their corresponding structures on a relevant a given radiographic images
50 0
40
30
94.5 20
10 0
6.5 0
6 0
0 3
Strongly agree 55 Agree don’t know Disagree
4. Ananthakrishnan N. Objective structured clinical/practical examination (OSCE/OSPE). JPGM 1993; 3(2):82-4.
5. Yaqinuddin A, Zafar M, Ikram MF, Ganguly P. What is an objective structured practical examination in anatomy?Anat Sci Educ 2012.
CONTACT
Corresponding author: Dr Joseph Aziz Senior Lecturer of anatomy – Medical Imaging. School of Health Care & Social Practice, Unitec Institute of Technology, Auckland, New Zealand Email:
RESEARCH POSTER PRESENTATIONDESIGN © 2022 www.PosterPresentations.com
Introducing Multimodal Objective Structural Practical Exam (OSPE) to Assess Anatomy Competency, and to Improve Student’s Ability in Medical Imaging Practice
Dr. Joseph Aziz, Dr. Joanna Thorogood , Lee Yang.
Unitec Institute of Technology, School of Health Care and Social Practice, Programme of Medica Imaging, Auckland, NZ
OSPE helps to relate gross anatomy to medical imaging technology e.g
CT
6%
14%
80%
Ver y h…
OSPE helps to reinforce anatomical structures
3%3%
14%
80%
Ver y h…
