Attributes, Perception and Reaction by the Dental Undergraduate Students for Objective Structured Clinical Examinations (OSCE): Indian Context

The Objective Structured Clinical Examination (OSCE) has emerged as a robust and widely accepted method for assessing clinical competence across medical and dental education worldwide. It is designed to evaluate a broad spectrum of cognitive, psychomotor, and affective skills in a structured, objective, and standardized manner. Unlike conventional examination formats, which may be influenced by examiner bias and variability, OSCE employs predetermined checklists and simulated clinical scenarios to ensure consistency, transparency, and fairness. Although OSCE has been extensively adopted in many countries as part of undergraduate training and licensure assessments, its acceptance and perceived effectiveness among dental students in India remain relatively underexplored. The present study was undertaken to evaluate the acceptance level and perception of OSCE among dental undergraduate students in the Department of Paediatric and Preventive Dentistry. A cross-sectional questionnaire-based survey was conducted among dental undergraduate students who had completed their clinical training in Paediatric and Preventive Dentistry and had experienced the OSCE format. The structured questionnaire assessed multiple dimensions of OSCE, including its attributes, organization, quality, validity, reliability, stress levels, realism of simulated models, and overall educational value. The responses reflected a predominantly positive perception toward OSCE. A significant majority (87%) reported that OSCE was less stressful compared to traditional examination methods, suggesting that the structured and transparent nature of the assessment may reduce performance anxiety. Furthermore, 90% of participants perceived the simulated models and clinical scenarios as realistic and clinically relevant, indicating effective alignment between assessment design and practical clinical training. Approximately 71% of students felt that OSCE provided practical and meaningful learning experiences, and 65% strongly agreed that it had a positive impact on their overall learning process. The findings of this study underscore the potential of OSCE as a reliable and valid assessment tool capable of evaluating diverse clinical competencies without bias. By promoting objectivity, standardization, and constructive feedback, OSCE fosters a supportive and formative assessment environment. The study highlights the need for broader implementation of OSCE within Indian dental institutions and supports a paradigm shift from conventional examination patterns toward a more competency-based, student-centred assessment system at the university level.