Evaluation of medical students’ learning performances, engagement, and cognitive load in ospe-based anatomy practical session

• Main Author: Lingxi, Liu
• Format: Thesis
• Language: English
• Published: 2025
• Subjects: R Medicine
• Online Access: http://eprints.usm.my/63473/

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.