Perception of Continuous Assessment Anatomy OSPE Among First-Year Medical Students at Universiti Putra Malaysia

Abstract

This study examines medical students’ perceptions of the Objective Structured Practical Examination (OSPE) as a continuous assessment tool and explores associations with gender, ethnicity, and repeater status. A total of 113 students participated, and their responses were analysed using descriptive statistics and non-parametric tests (Mann-Whitney U for gender and repeater status, Kruskal-Wallis for ethnicity). The results indicate that students generally found OSPE useful, effective in improving understanding, and preferable to written exams. However, confidence levels varied, with some students expressing low confidence in OSPE. No significant associations were found between students’ perceptions and demographic factors, suggesting that OSPE is an equitable assessment method. Despite positive perceptions, the findings highlight the need for additional support mechanisms to enhance student confidence. Overall, this study supports the continued use of OSPE in medical education and suggests further refinements to maximize its benefits in student learning and assessment.