Student and staff perceptions and experiences of the introduction of Objective Structured Practical Examinations: a pilot study

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dc.contributor.authorFrantz, Jose M.
dc.contributor.authorRowe, Michael
dc.contributor.authorHess, Danelle
dc.contributor.authorRhoda, Anthea
dc.contributor.authorSauls, Hess
dc.contributor.authorWegner, Liezel
dc.date.accessioned2014-01-07T20:55:25Z
dc.date.available2014-01-07T20:55:25Z
dc.date.issued2013
dc.description.abstractBackground. The Objective Structured Practical Examination (OSPE) is widely recognised as one of the more objective methods of assessing practical skills in healthcare programmes, including undergraduate physiotherapy curricula. Objectives. To obtain feedback from both students and staff who were involved in the introduction of an OSPE in 2011, in order to refine and standardise the format throughout the curriculum. Methods. A qualitative research design was used. Data were gathered through a questionnaire with semi-structured open-ended items and focus group discussion. Participants were all third-year undergraduate physiotherapy students (N=47) and all staff members (N=10) in the 2011 academic year who were exposed to the OSPE format or were involved in the first OSPE. Results. The main concerns raised by both students and staff were: (i) pressure due to time constraints and how this might affect student performance; and (ii) the question of objectivity during the assessment. However, their initial concerns changed as they experienced the OSPE in a more positive manner owing to the structure and objectivity of the process of implementing the OSPE. Conclusion. While both students and staff reported positive experiences, the challenges that emerged provided valuable insight in terms of refining the OSPE format in this undergraduate physiotherapy department.en_US
dc.description.accreditationDepartment of HE and Training approved listen_US
dc.identifier.citationFrantz, J., et al. (2013). Student and staff perceptions and experiences of the introduction of Objective Structured Practical Examinations: a pilot study. African Journal of Health Professions Education, 5(2): 72-74en_US
dc.identifier.issn2078-5127
dc.identifier.urihttp://hdl.handle.net/10566/920
dc.language.isoenen_US
dc.privacy.showsubmitterfalse
dc.publisherHealth and Medical Publishing Groupen_US
dc.rights© 2013 Frantz, et al; licensee Health and Medical Publishing Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
dc.source.urihttp://dx.doi.org/10.7196/AJHPE.218
dc.status.ispeerreviewedtrue
dc.subjectObjective structured practical examinationen_US
dc.subjectPhysiotherapy educationen_US
dc.subjectUndergraduate studentsen_US
dc.titleStudent and staff perceptions and experiences of the introduction of Objective Structured Practical Examinations: a pilot studyen_US
dc.typeArticleen_US

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Prof. Josè Frantz
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