Development and evaluation of objective structured practical examination (OSPE) as a formative assessment tool for clinical microbiology residents

Parul Jain; Vimala Venkatesh; Shalini Bhalla; Sandeep Bhattacharya; Suyog Sindhu; Rakesh Kumar Dixit

doi:10.1016/j.ijmmb.2026.101149

Development and evaluation of objective structured practical examination (OSPE) as a formative assessment tool for clinical microbiology residents

Indian J Med Microbiol. 2026 May 17:62:101149. doi: 10.1016/j.ijmmb.2026.101149. Online ahead of print.

Authors

Parul Jain¹, Vimala Venkatesh², Shalini Bhalla³, Sandeep Bhattacharya⁴, Suyog Sindhu⁵, Rakesh Kumar Dixit⁶

Affiliations

¹ Department of Microbiology, King George's Medical University, Lucknow, India. Electronic address: paruljain@kgmcindia.edu.
² Department of Microbiology, King George's Medical University, Lucknow, India. Electronic address: vimalavenkatesh@gmail.com.
³ Department of Pathology, King George's Medical University, Lucknow, India. Electronic address: bhalashalini@gmail.com.
⁴ Department of Physiology, King George's Medical University, Lucknow, India. Electronic address: drsbhattacharya@gmail.com.
⁵ Department of Pharmacology, King George Medical University, Lucknow, India. Electronic address: suyog@kgmcindia.edu.
⁶ Department of Pharmacology, King George Medical University, Lucknow, India. Electronic address: dixitkumarrakesh@gmail.com.

PMID: 42150730
DOI: 10.1016/j.ijmmb.2026.101149

Abstract

Background: The Objective Structured Practical Examination (OSPE) has been widely used as an effective formative assessment tool in various branches of Medicine; however, its application in Microbiology residency training remains limited. Additionally, clearly defined educational milestones are lacking in this discipline. This study aimed to develop competency-based educational milestones and corresponding OSPE stations for Microbiology residents in India, and to evaluate their feasibility and acceptability among learners.

Methods: A Delphi process was employed to establish milestones in Mycobacteriology. Based on these, OSPE stations were designed to assess the identified competencies. The assessment framework, including layout and implementation, was standardized, with all stations being observed and examiner-led. Following the assessment, learner feedback was collected to evaluate the effectiveness and acceptability of the method.

Results: A total of 31 Microbiology residents participated in the study. Performance was higher in stations assessing knowledge and technical skills, while comparatively lower scores were observed in stations focused on communication and teaching competencies. Participants perceived the OSPE as a valuable assessment approach, particularly for its ability to contextualize learning in real-life scenarios, facilitate identification of knowledge gaps, and encourage further learning.

Conclusion: OSPE is a feasible formative assessment tool in Microbiology residency programs, even in settings with limited trained faculty, provided that well-structured checklists and scoring rubrics are in place. The milestones developed in this study may serve as a foundation for further refinement and adaptation across other subspecialties within Microbiology.

Keywords: Assessment; MD program; Microbiology; Mycobacteriology; OSPE.