Background and Aim of the Study: The Objective Structured Practical Examination (OSPE) recommended by medical educationists is a new concept in practical assessment. However, this tool of practical evaluation is not widely used in our country. The validity of the examination is improved in OSPE as this tool tests both the process and the product with much importance to individual competency 1,5. Presently OSPE is used as a formative assessment tool in some medical colleges. Nationwide very few studies had been conducted on OSPE, so this study aimed at comparing the OSPE with conventional examination pattern. Methodology: The study was conducted in the department of Anatomy, VMKV Medical College, Salem, Tamil Nadu, India. 1st year MBBS students of total 100 were included in the study. All the 100 students were made to face both the conventional pattern of examination and OSPE. The mean marks obtained by the students by conventional and OSPE method was analysed by a paired student T test. A well-structured questionnaire was administered to the same students and a feedback was got about the process of OSPE. Results : The marks obtained by the students in conventional method was comparatively less when compared to the marks obtained through OSPE type. This difference was found to be statistically significant (p__ampersandsignlt;0.005). Analysis of student__ampersandsignlsquo;s feedback found that maximum number of students felt that OSPE was more useful and comfortable than the conventional pattern of examination. Conclusion: Testing a student__ampersandsignlsquo;s ability to integrate knowledge without subjectivity, scoring based on importance, uniform and reproducible level of assessment, constructive feedback to students for improvement are the advantages that justify the inclusion of OSPE as an important assessment tool in the field of medicine.