Application of an objective structured practical examination of a strength and conditioning program in an ecological valid environment

Introduction: The development of the objective structured practical examinations (OSPE) stems from the objective structured clinical examination that was first described by Harden et al [1]. Objective structured examinations are designed to assess a range of competencies that range from patient interaction through to data interpretation and are conducted within a single examination consisting of several test stations. The current project was employed in an undergraduate course that was based on strength and conditioning and was designed to assess the competencies of students supervising a client in a ecological valid environment.

Methods: A total of 43 students were enrolled onto the course from a range of degree programs. Each student had completed 5-hours of timetabled practical strength and conditioning teaching. Prior to the assessment students were provided access to an online recording highlighting correct technique and common errors in exercise execution. The assessment was conducted with 5 members of staff and assistance from qualified S&C students. Students performance was recorded using 41 separate criteria [2] that assessed both lifting technique and client interaction.

Results: From a maximum of 47 marks that could be attained, the class average mark was 38, which equated to a common assessment grade A4 and the total time required to complete the activity for the class was 5 hours. The OSPE also included assessment for covid mitigation and was assessed on whether candidates followed covid rules/guidance, such as equipment cleaning before and after use and hand sanitisation prior to and after the OSPE and whether social distancing was maintained, where appropriate. Student feedback on the course was obtained using a course feedback form and was completed by 35% (15 of 43) of the course cohort. From these students 65-70% strongly rated the teaching as effective, and highly rated the practical element and the OSPE. Those that provided feedback strongly agreed that the course made them feel more confident for future assessments.

Conclusion: The application of the OSPE format of assessment is an appropriate and time efficient method to assess practical skills. However, the use of OSPE requires detailed planning prior to the assessment day both to identify the marking criteria and the time requirement for each station. The OSPE provided the assessment team with specific marking criteria that encompassed the key skill competencies to ensure safe and effective practice.