• Logo
  • SBMUJournals

A comparison of the Objective Structured Clinical/ Practical Examination (OSCE/OSPE) Scores of the Biochemistry Laboratory Obtained by Male and Female Nursing Students of Shahid Beheshti University of Medical Sciences: 2011-15

Saeedeh Hosseini, Jacqueline Vartanoosian, Fatemeh Hosseini, Zhila Faridi




Introduction: The Objective Structured Clinical/Practical Examination (OSCE/OSPE)
is one of the best assessment methods for measuring the students’ realization of their
educational goals in cognitive, emotional, and psychomotor domains. Given that gender
may influence the evaluation of medical sciences examinations, the present study was
conducted to compare the female and male nursing students of Shahid Beheshti University
of Medical Sciences during years 2011 to 2015 in terms of their OSCE/OSPE scores for the
biochemistry laboratory.
Methods: This study had a comparative descriptive design. All of the students participated
in this study from 2011 to 2015 (census). Over these four years, 649 students took
this examination and their scores were recorded. The data collection tools included a
demographic information questionnaire and a researcher-made checklist. Pearson’s
Correlation Coefficient was calculated for determining both the criterion validity and the
internal consistency (r = 0.732). The Pearson correlation coefficient confirmed the testretest
reliability of the test (r = 0.88). The data were analyzed using the SPSS-22 software
with descriptive statistics, the independent t-test, the one- way Analysis of Variance
(ANOVA), and Scheffe’s post-hoc test.
Results: The scores of 361 female students and 288 male students were assessed in this
study. The mean score was 11.6 ± 1.83 in female students and 11.2 ± 1.75 in male students
(out of 14). The difference between the female and male students’ OSCE/OSPE scores in
biochemistry laboratory skills was significant (P = 0.02). Comparing the mean scores of
the female and male students in biochemistry laboratory skills according to OSCE/OSPE
by year of admission showed a significant difference between the genders in the students
admitted to the school during year 2012 (P = 0.01). There were also significant differences
between the age groups of < 20 and 25-29 and the other age groups in terms of the mean
OSCE/OSPE scores (P < 0.05).
Conclusions: There was a significant difference between the two genders in the mean
crude scores obtained and the female students had slightly higher scores. Future studies are
recommended to investigate the students of other disciplines, academic levels, and schools
to improve the generalizability of these findings.


OSCE/OSPE score, biochemistry laboratory, female and male students


Banidavoodi SH. [The comparison of characteristics of effective teaching from students’ perspective in Ahvaz Jundishapur University of Medical Sciences]. Biannual Journal of Medical Education, Education Development Center, Babol University of Medical Sciences. 2014; 2 (2): 7-13. (Persian)

Kanthan R, Mills S. Active learning strategies in undergraduate medical education of pathology: A Saskatoon experience. Journal of the International Association of Medical Science Educator. 2005; 15 (1).

White C & et al. Why are medical students ‘checking out’ of active learning in a new curriculum? Medical Education. 2014; 48(3): 315-324.

Wani P, Dalvi V. OSPE vs. traditional clinical examination in human physiology: Student’s perception. International Journal of Medical Science Public Health. 2013; 2(3): 543-547.

Al-Mously N, Nabil NM, Salem R. Student feedback on OSPE: An experience of a new medical school in Saudi Arabia. Journal of the International Association of Medical Science Educator. 2012; 22 (1): 10-16.

Imanipour M, Jalili M. Evaluation of the nursing students’ skills by DOPS. Journal of Medical Education. 2015; 14 (10): 38-44.

Epstein RM. N Engl J Med. Assessment in Medical Education. 2007; 356 (4): 387-396.

Al- Wardy NM. Assessment methods in undergraduate medical education. Sultan Qaboos Univ Med J. 2010; 10 (2): 203-209.

Bashir A, Tashir S, Khar JS. Objectively structured performance evaluation-A learning tool. Biomedica. 2014; 30 (2): 139-147.

Bolhari J et al. [OSCE Instructional Guideline in Psychiatry]. 1st ed.Tehran, Arjomand publication. 2011. (Persian)

Minter RM, Gruppen LD, Napolitano K, Gauger PG. Gender differences in the self-assessment of surgical residents. The American Journal of Surgery. 2005; 189 (6): 647-650.

Yim MK. Exploration of examinees’ traits that affect the score of Korean medical licensing examination. J Educ Eval Health Prof. 2015; 12 (5): 1-5.

Pathiyil RS. Mishra P. Student feedback on the objective structured component of the practical examination in pharmacology. Journal of Nepal Medical Association. 2002; 41 (143): 368-374.

Stewart CM & et al. Impact of gender on dental state licensure examination performance. Journal of Dental Education. 2006; 70 (5): 525-530.

Motallebnejad M, Haji Ahmadi M, Mortazavi Moghaddam V. [A study on educational status of dental students at clinical courses in Babol University of Medical Sciences during 1998-2002]. 2010; 12 (1): 46-51. (Persian)

Hosseini S, Vartanoosian J, Hosseini F, Farzin Fard f. [Validity & reliability of OSCE/OSPE in assessing biochemistry laboratory skills of freshman nursing students of Shahid Beheshti University of Medical Sciences]. Advances in Nursing & Midwifery. 2013; 23 (8): 34-43. (Persian)

Jacues L, Kaljo K, Treat R, Davis J, Farez R, Lund M. Intersecting gender, evaluations, and examinations: Averting gender bias in an obstetrics and gynecology clerkship in the United States. Education for Health. 2016; 29 (1): 25-29.

Berg K, Blatt B, Lopreiato J, Jung J, Schaeffer A, Heil D, Owens T, Carter-Nolan PL, Berg D, Veloski J, Darby E, Hojat M. Standardized patient assessment of medical student empathy: Ethnicity and gender effects in a multi-institutional study. Academic Medicine. 2015; 90 (1): 105-111.

Kataoka HU, Koide N, Ochi K, Hojat M, Gonnella JS. Measurement of empathy among Japanese medical students: Psychometrics and score differences by gender and level of medical education. Academic Medicine. 2009; 84 (9): 1192-1197.

Al-Mulhim AA, Elsharawy MA, Awad NA. The influence of gender on Saudi students performance in the undergraduate surgical examination. Surgical Science. 2012; 3 (4): 206-209.

Hammad M, Oweis Y, Taha S, Hattar S, Madarati A, Kadim F. Students’ opinions and attitudes after performing a dental OSCE for the first time: A Jordanian experience. Journal of Dental Education. 2013; 77 (1): 99-104.

McDonough CM, Horgan A, Codd MB, Casey PR. Gender differences in the results of the final medical examination at University College Dublin. Medical Education. 2000; 34 (1): 30-34.

Wai J, Cacchio M, Putallaz M, Makal MC. Sex differences in the right tail of cognitive abilities: A 30 year examination. Intelligence. 2010; 38 (4): 412-423.

Kusukar R, Kruitwagen C, Ten Cate O, Croiset G. Effects of age, gender and educational background on strength of motivation for medical school. Advances in Health Sciences Education. 2010; 15 (3): 303-313.

Tanner JM, Whitehouse RH, Marubini E, Resele LF. The adolescent growth spurt of boys and girls of the harpenden growth study. Annal of Human Biology. 1976; 3 (2): 109-126.

Steinberg L, Cauffman E. Maturity of judgment in adolescence: Psychosocial factors in adolescent decision making. Law and Human Behavior. 1996; 20 (3): 249-272.

DOI: https://doi.org/10.22037/anm.v27i3.17371