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Background and aims <p>The undergraduate MBBS course (Bachelor of Medicine, Bachelor of Surgery) in India is designed to produce competent Indian Medical Graduates (IMGs) capable of addressing community health needs. The preparedness of these graduates for clinical practice remains a crucial area of investigation. Objective Structured Clinical Examinations (OSCEs) have emerged as a robust assessment tool for evaluating clinical competencies. This study aims to assess the feasibility and utility of the OSCE when used as an end-of-internship evaluation, describe temporal trends in OSCE performance, and analyze the correlation between OSCE scores and final-year MBBS examination results over a six-year period at a center in South India.</p> Methods <p>A descriptive study was conducted at a medical college in South India, involving six batches of students (2017–2023; <i>n</i> = 469). OSCE stations were designed to assess cognitive, psychomotor, and affective domains. The feasibility and utility of this exercise was assessed. OSCE scores were analyzed across domains and subdomains, and correlations with final-year MBBS examination scores were explored using Pearson’s correlation coefficient. Statistical significance was set at <i>p</i> &lt; 0.05.</p> Results <p>The OSCE was found to be a resource-intensive evaluation, requiring 528 faculty-hours for a batch of 60 students and 843 faculty-hours for a batch of 150. The mean OSCE score was 61.3 ± 8.0%, with the highest performance in the affective domain (72.1 ± 14.2%) and the lowest in the cognitive domain (50.0 ± 15.4%). Notably, psychomotor skills were inversely correlated with cognitive skills (-0.41, <i>p</i> &lt; 0.001). OSCE scores were weakly correlated with final-year MBBS examination marks (r = 0.44, <i>p</i> &lt; 0.001), with stronger correlations in smaller batches (r = 0.57, <i>p</i> &lt; 0.001) than larger ones (r = 0.44, <i>p</i> &lt; 0.001). The COVID-19 pandemic and increased batch sizes negatively impacted clinical and technical skill performance.</p> Conclusion <p>It is feasible to conduct OSCEs as an end of internship assessment in a medical college. OSCEs serve as a comprehensive assessment tool, underscoring the importance of multi-modal evaluation strategies. Conducting OSCEs serves as an appropriate assessment of the MBBS training programme so as to subsequently tailor the programme according to performance in various subjects, domains and subdomains.</p>

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Feasibility and utility of objective structured clinical examination (OSCE) as an end-of-internship assessment of MBBS training in a medical college in Southern India

  • 期刊论文

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  • 发表日期：

    2025年11月17日

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  • Jananee Muralidharan,
  • Sanjiv Lewin,
  • Suneetha Nithyanandam,
  • John Stephen,
  • Mary Joseph,
  • Lakshmi TA,
  • Pretesh Rohan Kiran,
  • Nachiket Shankar,
  • Sumithra Selvam,
  • Prem Mony

摘要

Background and aims

The undergraduate MBBS course (Bachelor of Medicine, Bachelor of Surgery) in India is designed to produce competent Indian Medical Graduates (IMGs) capable of addressing community health needs. The preparedness of these graduates for clinical practice remains a crucial area of investigation. Objective Structured Clinical Examinations (OSCEs) have emerged as a robust assessment tool for evaluating clinical competencies. This study aims to assess the feasibility and utility of the OSCE when used as an end-of-internship evaluation, describe temporal trends in OSCE performance, and analyze the correlation between OSCE scores and final-year MBBS examination results over a six-year period at a center in South India.

Methods

A descriptive study was conducted at a medical college in South India, involving six batches of students (2017–2023; n = 469). OSCE stations were designed to assess cognitive, psychomotor, and affective domains. The feasibility and utility of this exercise was assessed. OSCE scores were analyzed across domains and subdomains, and correlations with final-year MBBS examination scores were explored using Pearson’s correlation coefficient. Statistical significance was set at p < 0.05.

Results

The OSCE was found to be a resource-intensive evaluation, requiring 528 faculty-hours for a batch of 60 students and 843 faculty-hours for a batch of 150. The mean OSCE score was 61.3 ± 8.0%, with the highest performance in the affective domain (72.1 ± 14.2%) and the lowest in the cognitive domain (50.0 ± 15.4%). Notably, psychomotor skills were inversely correlated with cognitive skills (-0.41, p < 0.001). OSCE scores were weakly correlated with final-year MBBS examination marks (r = 0.44, p < 0.001), with stronger correlations in smaller batches (r = 0.57, p < 0.001) than larger ones (r = 0.44, p < 0.001). The COVID-19 pandemic and increased batch sizes negatively impacted clinical and technical skill performance.

Conclusion

It is feasible to conduct OSCEs as an end of internship assessment in a medical college. OSCEs serve as a comprehensive assessment tool, underscoring the importance of multi-modal evaluation strategies. Conducting OSCEs serves as an appropriate assessment of the MBBS training programme so as to subsequently tailor the programme according to performance in various subjects, domains and subdomains.