Enhancing competency based practical assessment in diploma medical laboratory technology: a prospective comparative study of objective structured practical examination and conventional assessment

Abstract

Background: Competency-based education emphasizes acquisition of practical skills alongside theoretical knowledge. Conventional practical examinations in diploma in medical laboratory technology (DMLT) programs may be affected by subjectivity, examiner variability and limited assessment of procedural competencies. Objective structured practical examination (OSPE) offers a standardized approach to practical assessment. This study compared OSPE with conventional practical assessment among DMLT students. Methods: This prospective educational interventional pilot study was conducted among 50 second-year DMLT students in the department of pathology of a tertiary care teaching institution from May 2025 to October 2025. Following routine teaching on peripheral blood smear preparation, students underwent conventional practical assessment followed one week later by a five-station OSPE. Performance was compared using paired Student’s t-test, and student perceptions were assessed using a structured feedback questionnaire. Results: The mean OSPE score was significantly higher than the conventional practical examination score (35.2=/- 4.8 vs 29.6 +/- 2.1; p<0.001). Forty- two (84%) students scored higher in the OSPE, five (10%) achieved comparable scores and three (6%) scored lower.  Students reported favourable perceptions regarding fairness, objectivity, transparency, confidence and educational value. Conclusion: OSPE provided an objective and structured method for assessing practical competencies among DMLT students and was associated with better performance and favourable learner perceptions. Its use may strengthen competency- based practical assessment in laboratory education.