[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-449836-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-449836-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","from-workshop-to-workplace-evaluating-the-short-and-long-term-transfer-of-objective-structured-clinicalpractical-examination-training-using-kirkpatricks-evaluation-model","From Workshop to Workplace - Evaluating the Short and Long-term Transfer of Objective Structured Clinical/Practical Examination Training using Kirkpatrick’s Evaluation Model","","Competency-based medical education adopted in 2019 increases reliance on OSCE/OSPE to assess clinical and practical competencies, yet outcomes depend on faculty training and transfer of training (TOT) into daily teaching. This prospective interventional study evaluated immediate and long-term TOT after a structured OSCE/OSPE workshop at a medical college over 3 years, training 29 faculty members, implementing across departments, and assessing knowledge, confidence, self-efficacy, and effects on student learning using Kirkpatrick’s four levels.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the main purpose of the study on OSCE/OSPE training transfer?","Question",{"text":62,"@type":63},"To evaluate immediate and long-term transfer of training among medical faculty after a structured OSCE/OSPE workshop and subsequent implementation in their departments.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How was the transfer of training measured in this research?",{"text":67,"@type":63},"Using Kirkpatrick’s four-level evaluation model with data collected from trained faculty, peer faculty, and students via reflective writing, self-efficacy questionnaires, Likert-scale feedback, and open-ended responses.",{"name":69,"@type":60,"acceptedAnswer":70},"What did the study find about faculty and student outcomes after the workshop?",{"text":71,"@type":63},"Faculty showed significant improvement in knowledge, confidence, and self-efficacy, while students reported OSCE/OSPE as more structured, equitable, less stressful, and associated with improved confidence and skill 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Clinical/Practical Examination Training using Kirkpatrick’s Evaluation Model  \nAbstract  \nBackground: With the adoption of competency‑based medical education (CBME) by the National Medical Commission of India in 2019, assessment methods such as objective structured clinical/ practical examination (OSCE/OSPE) have gained importance for objectively evaluating clinical and practical competencies. However, the success of such methods largely depends on effective faculty training and subsequent transfer of training (TOT) to the workplace. Aim and Objectives: This study aimed to evaluate the immediate and long‑term TOT among medical faculty following a structured OSCE/OSPE workshop and subsequent implementation in respective departments. The objectives included to design and conduct the training workshop on OSCE/OSPE and to assess knowledge retention, skill application, and impact on student learning using Kirkpatrick’s four‑level evaluation model. Materials and Methods: A prospective, interventional study was conducted over 3 years ata medical college with an annual intake of 150 MBBS students. The first phase involved training 29 faculty members across 16 departments through a 1‑day OSCE/OSPE workshop. The second phase involved implementation in respective departments. Data were collected from trained faculty, peer faculty and students using reflective writing, self‑efficacy questionnaires, Likert‑scale feedback, and open‑ended responses. Quantitative data were analyzed in terms of medians, percentages and satisfaction indices and represented in graphs, whereas qualitative data were transcribed and thematic analysis was conducted. Results: A total of 29 trained faculty, 53 peer faculty, and 410 students participated in the study. Following the OSCE/OSPE workshop, 94% of departments implemented it in their workplace. Faculty showed significant improvement in knowledge, confidence, and self‑efficacy, with satisfaction indices ranging from 80% to 90% . Peer faculty validated the effective application and teamwork of trained faculty. Students found OSCE/OSPE more structured, equitable, and less stressful, with improved confidence and skill retention. The study demonstrated successful TOT at all levels of Kirkpatrick’s model, with sustained implementation across 3 years and regular practice thereafter, indicating strong institutional integration and impact. Conclusions: OSCE/ OSPE‑based assessment was perceived positively by faculty, peers, and students, reinforcing its value in CBME. Continuous follow‑up and institutional commitment are essential for long‑term success. The study provides strong evidence that well‑structured faculty training, followed by support and evaluation, facilitates effective and sustainable TOT.  \nKeywords: Kirkpatrick evaluation model, knowledge and skill retention, objective structured  \nclinical/practical examination, transfer of training   \nIntroduction  \nThe overall aim of workplace training is professional development and the enhancement of knowledge and skills, ultimately leading to improvements in competencies and behavior. The primary purpose of such training is to meet manpower requirements and improve organizational performance. However, training is ineffective if it is neither retained nor transferred to the workplace.  \nThis is an open access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License (CC BY-NC-ND), where it is permissible to download and share the work provided it is properly cited. The work cannot be changed in any way or used commercially without permission from the journal.  \nFor reprints [contact:](contact: WKHLRPMedknow_reprints@wolterskluwer.com)[ WKHLRPMedknow_reprints@wolterskluwer.com](contact: WKHLRPMedknow_reprints@wolterskluwer.com)  \nConducting a training program or collecting participants’ perceptions i","cbCaiehvKD5UG2S3","https://ap.wps.com/l/cbCaiehvKD5UG2S3","pdf",985216,"English","# Abstract\n## Background\n## Aim and Objectives\n## Materials and Methods\n## Results\n## Conclusions\n# Introduction","[{\"question\":\"What is the main purpose of the study on OSCE/OSPE training transfer?\",\"answer\":\"To evaluate immediate and long-term transfer of training among medical faculty after a structured OSCE/OSPE workshop and subsequent implementation in their departments.\"},{\"question\":\"How was the transfer of training measured in this research?\",\"answer\":\"Using Kirkpatrick’s four-level evaluation model with data collected from trained faculty, peer faculty, and students via reflective writing, self-efficacy questionnaires, Likert-scale feedback, and open-ended responses.\"},{\"question\":\"What did the study find about faculty and student outcomes after the workshop?\",\"answer\":\"Faculty showed significant improvement in knowledge, confidence, and self-efficacy, while students reported OSCE/OSPE as more structured, equitable, less stressful, and associated with improved confidence and skill retention.\"}]","From Workshop to Workplace - Evaluating the Short and Long-term Transfer of Objective Structured Clinical/Practical Examination Training using Kirkpatrick’s Evaluation Model | PDF",1790731190]