Assessing the Feasibility and Acceptability of the Objective Structured Clinical Examination (OSCE) in Undergraduate Surgical Training: A Pilot Study

TL;DR

This study tested how well OSCE exams work for undergraduate surgical training in India, finding them feasible and accepted but needing more resources.

Contribution

The study provides empirical evidence on OSCE feasibility and acceptability in a resource-limited surgical training context in India.

Findings

OSCEs showed strong reliability and student satisfaction but revealed resource limitations among faculty.

Female students performed better in communication tasks, and OSCEs caused less stress than traditional exams.

Prior OSCE experience among faculty improved station realism, and preparation reduced student stress.

Abstract

Background: The Objective Structured Clinical Examination (OSCE) is central to competency-based medical education, yet its adoption in resource-limited general surgery settings is underexplored. This pilot study assessed the feasibility, reliability, and acceptability of implementing an OSCE in India’s National Medical Council (NMC)-mandated undergraduate curriculum.

Methods: A prospective cross-sectional study was conducted in a tertiary hospital’s general surgery department over six months. Twenty-eight MBBS students and 15 faculty participated. Three OSCE stations assessed pancreatitis management, Advanced Trauma Life Support (ATLS) primary survey, and history-taking for abdominal pain, using standardized checklists and rating scales. Faculty underwent calibration workshops. Reliability was assessed with Cronbach’s α and Cohen’s κ. Stakeholder feedback was evaluated through structured surveys.

Results: Student performance differed significantly across stations (F = 6.21, p = 0.002); the ATLS station had the highest scores (9.1 ± 0.8). Internal consistency was strong (Cronbach’s α: students 0.84, faculty 0.79), and inter-rater reliability improved post training (κ: 0.42 to 0.78). Female students excelled in communication (p = 0.023). OSCEs caused less stress than traditional exams (p < 0.001), and greater preparation correlated with reduced stress. Student satisfaction reached 92.9%, but faculty reported limited resources (2.9/5). Prior OSCE experience among faculty improved station realism (p = 0.015).

Conclusion: OSCEs in general surgery were feasible, reliable, and well-accepted by students but highlighted the need for better resources, robust faculty training, and institutional support for scalability and sustainability.

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