Katti, Karuna and Sylva, Montserrat and Donga, Revers (2025) Enhancing assessment objectivity in dental education : transitioning from viva-voce to OSPEs. Clinical Anatomy. pp. 26-27. ISSN 0897-3806
Full text not available from this repository.Abstract
Assessment in dental education plays a pivotal role in ensuring that fresh graduates possess the necessary competencies for safe clinical practice. Traditional viva-voce examinations have long been used to evaluate students’ depth of understanding and critical reasoning. However, concerns about examiner bias, inconsistent questioning, and grading have underscored the need for a more structured approach. This on-going study explores the advantages and disadvantages of transitioning from viva-voce assessments to Objective Summative Practical Examinations (OSPEs) at the University of Birmingham School of Dentistry. Beginning in the academic year 2022-23, standardized stations with objective scoring criteria were introduced, eliminating inconsistencies and fostering fairness across candidates. By providing equitable examination conditions and improving inter-rater reliability, OSPEs have enhanced transparency and aligned with competency-based education frameworks. This shift has boosted student confidence in the assessment process and reinforced the evaluation of practical skills rather than subjective reasoning. While logistical challenges and examiner calibration require continued refinement, OSPEs present a promising strategy for strengthening assessment objectivity. Future research should evaluate the impact of this transition on student performance and perceptions while comparing assessment reliability across various institutions. The adoption of OSPEs marks a progressive step toward ensuring fairness and accuracy in dental education assessments.