OSPE has been practiced in our all under graduate curricula. However, its utility has been questioned by many teachers and students. This study was undertaken to assess the students and teachers perception on OSPE and viva in basic medical science (BMS) disciplines. We administered pre-designed and pretested structured questionnaire on OSPE and viva to MBBS students (n=63) and BMS teachers (n=24). Majority of students (38/63) considered OSPE as a satisfactory practical evaluation tool whereas almost all the teachers (22/24) believed it as a fairly good tool. More than 50% (34/63) of students and 70.83% (17/24) of teachers believed 5-min to each OSPE station is sufficient enough; however, 42.86% (27/63) of students responded that it was not sufficient for stations having calculation and additional tail questions. Almost all students (58/63) preferred a gap between practical exams and 100% of them preferred having a rest station between OSPE stations in an exam day. Majority of students preferred a gap between practical exams for proper sleep, coping and minimizing their stress and anxiety, and revising contents. However, teachers (11/24) were against giving the students a gap between practical exams, neither they (14/24) favored rest station among many OSPE stations. Students gave almost equal preference to OSPE stations only (46.03%) as well as combined OSPE plus some procedures (47.62%) during practical exams. Majority of teachers (21/24) opined that students must perform some procedures during practical exams, which has declined over the years. Regarding viva as a station, many students (36/63) and teachers (11/24) supported the ongoing structured of fixed number of questions to evaluate all students. Teachers gave major suggestions: careful questions framing directly linking with the practical, having some liberty for examiners with alternative reserve questions so that bias across the examiners is minimized, question uniformity should be maintained and students’ opinion has to be taken to explore the issue further. However, majority of teachers (17/24 or 70.83%) and some students ( 21/63 or 31.74%) preferred open number of questions with respective weight-age, they believed that it tests the students’ knowledge in depth, facilitates and motivates them to study meticulously and helps to evaluate them properly in exams. Thus in BMS, well-framed OSPE directly linking with the practical exercises can be a best tool to assess students’ skill, but it should include some working stations (procedures) too. During practical exams students should be provided gap between exams to minimize their stress and for revision. Viva questions should be framed carefully by directly linking with the practical, and having some liberty for examiners with alternative reserve questions to minimize examiner bias.