Publication: Evaluation of medical students’ learning performances, engagement, and cognitive load in ospe-based anatomy practical session
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Date
2025
Authors
Lingxi, Liu
Journal Title
Journal ISSN
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Abstract
Background: Human anatomy education conventionally relies on cadaver dissection but
faces challenges from limited teaching time, decreasing cadaver availability, and singlemethod
limitations. This has driven exploration of innovative approaches that retain
conventional strengths while addressing modern constraints. The integration of Objective
Structured Practical Examination (OSPE) principles into practical sessions offered
structured, interactive, provides immediate feedback, and enhances student engagement.
Universiti Sains Malaysia's School of Medical Sciences transitioned from cadaveric
dissection to multimodal teaching, implementing OSPE-based practical session since
2015.
Objective: The purpose of this study is to investigate the impact of OSPE-based anatomy
practical session on students' learning performances, engagement, and cognitive load.
Methodology: This randomised control trial (RCT) study recruited 117 students (57
completed) who were randomly allocated 1:1 to either OSPE-based practical intervention
or conventional teaching control groups via stratified randomization. The intervention
involved a 1-hour lecture, 30-minute pre-practical assessment, and a 1 hour and 40
minutes practical session. The OSPE-based practical group engaged in anatomical identification tasks with peer/lecturer discussion, while controls used plastic models for
senior lecturer debriefing and independent learning. Post-practical data included a 30-
minute assessment, Burch Engagement survey, validated cognitive load scale, and online
feedback. Data were analysed using SPSS 29.0 with descriptive statistics,
independent/paired t-tests, and Mann-Whitney U tests as appropriate.
Results: Both groups showed significant pre- to post-assessment improvements in
psychomotor and cognitive scores. The OSPE-based practical group significantly
enhanced cognitive performance compared to the conventional group, though no
differences were found in psychomotor or overall scores. No significant between-group
differences emerged in cognitive load or engagement domains. Student feedback
indicated high satisfaction with the OSPE-based anatomy practical sessions.
Conclusion: The OSPE-based approach demonstrated a modest advantage in enhancing
cognitive performance, with comparable outcomes in psychomotor gains, cognitive load,
and student engagement relative to conventional methods. While pre-intervention
differences and high participation dropout may limit generalizability, within-group
improvements and positive learner feedback affirm the pedagogical value of structured,
scenario-based practical assessments in anatomy education.