IMPLEMENTATION OF OBJECTIVE STRUCTURED PRACTICAL EXAMINATION FOR THE ASSESSMENT OF PRACTICAL SKILLS IN LABORATORY SESSIONS

Introduction: In the 15-16 academic year, our group implemented for the first time the Objective Structured Practical Examination (OSPE) to evaluate individually the multiple skills that the student acquires from the laboratory experience. This evaluation of the laboratory practices is consistent with successful and versatile evaluative tool named Objective Structured Clinical Evaluation (ECOES) used in The Laureate model for Health Sciences. We have implemented OSPE methodology in the laboratory practices of two different subjects in order to explore the perception of both the student and the teacher of this evaluation and learning methodology. If it is successful, it would be further applied to other subjects to improve the acquisition of practical skills at the laboratory. Methodology: Chemistry I and Chemistry II of the 1st year of Pharmacy Degree were selected for the experience. The laboratory practices consisted of 3 sessions of 3-hour each and an additional 3-hour session for the OSPE assessment. Forty students per subject were examined in groups of 10 people. Students had to perform several tasks to complete three stations (two procedure station and one numeracy or interpretative results station). A student's template was provided in each station to explain the assignment to perform and a teacher's template to evaluate the student's laboratory-based skills consisting on a checklist with specific indicators. Additionally, the student carried out a multiple-choice test to evaluate practical knowledge acquired in the practices and an experience questionnaire of satisfaction. This evaluation methodology has been applied to the laboratory practices of 4 more subjects in further courses. Results: The quantitative analysis of the 80 OSPE student's satisfaction questionnaires concluded that 65% considered this evaluation methodology as a positive influence to learn routine activities in the laboratory. Forty-six percent considered that OSPE evaluates objectively the acquired practical competences and it is a good method to assess laboratory practices. The student's perception of this methodology is positive and enriching. Grades of the students from traditional assessment procedures to OSPE methodology improved and more than 75% passed the laboratory practices. Additionally, the positive analysis of the OSPE teacher's perception made by an anonymous questionnaire and a focus group encourages the application of this methodology. Conclusions: OSPE is a promising methodology to evaluate the practical competencies acquired in the laboratory practices. Students and teachers recognize that OSPE enhance the specific practical skills and improve the attitude and motivation during practical sessions. OSPE is easily applicable to the laboratory practices of different subjects, carefully choosing the practical skills to evaluate and the appropriate objective indicators.