Introduction: Increasing student numbers and diversity of academic backgrounds, combined with the need to effectively evidence practical and employability skills has challenged traditional delivery of core practical skills (Lakshmipathy, 2015; Hultgren et al., 2023). We have been pioneering the use of Objective Structured Practical Examinations (OSPEs) in medical science teaching and have reported successful delivery of theoretical, practical and problem-solving skills at multiple stations to formally examine a wide range of communication and science laboratory practical skills (Scott et al., 2018). Feedback from students has indicated that they find this assessment approach challenging but, overall, a positive experience. However, we lack information regarding student perceptions of their skills and whether they felt the OSPE experience helped them improve these.

Aims: We aimed to assess students’ evaluations of their own confidence in practical and transferable skills before and after the OSPE.

Methods: Prior to attending a practice session, students were encouraged to consider their level of confidence in the skills assessed during the OSPE – general laboratory skills, time management (both organising time and dealing with time pressures), communication skills, and awareness of both ethics and laboratory health and safety. An audit of questionnaire data collected during this process demonstrated that 83% of final year undergraduate students from anatomy, physiology, pharmacology and sport science degrees completed the pre-OSPE skills evaluation questionnaire (n = 76) and 48% (n= 44) the post-OSPE questionnaire. Students also considered whether the OSPE would improve awareness of skill levels and the post-OSPE questionnaire issued after the assessment session encouraged exploration of skill strengths and weaknesses.

Results: Pre-OSPE students were least confident in general laboratory skills and aspects of time management. After the OSPE assessment levels of confidence were generally improved in all areas with the proportion of students expressing good or high levels of confidence increasing in several areas e.g. Extreme and Somewhat Confidence in Lab skills pre-and post-OSPE increased from 63.2% to 90.9% (P=0.0009, Z score test), Lab Health & Safety 84.2% to 97.8% (P=0.02). There was no significant difference in communication skills (Pre 85.6%, Post 84.1%). The OSPE was considered to be helpful with identifying strengths and weaknesses and improving awareness of skill levels.  

Conclusions: These results suggest that confidence in and awareness of both practical laboratory and key employability skills may be positively influenced by practical assessment approaches. The OSPE may encourage students to consider their strengths and weaknesses. However, although confidence in these skills generally improved following preparation, practice and delivery of the assessment, some aspects (e.g. one to one communication skills and managing time under pressure) were particularly highlighted as areas where students recognised that further skill development was required. This has given staff a better awareness of skills gaps and the inclusion of this assessment at the beginning of the Honours year allows students time to develop skills they felt needed enhancement. Our hope is that this approach will help students enhance their employability.