This complete enumeration, cross-sectional descriptive study was conducted on 62 students (females=29; 46.77%; males=33; 53.23%) at Rajiv Gandhi Medical College, Kalwa, Thane, Maharashtra State, India, to determine the effect of objective structured practical examination on student scores. After the examination procedure and the check-list based marking system was explained to first-year medical students, written informed consent was taken from willing participants. The mean conventional practical examination score (out of 60) was 38.03  8.62 (95% CI: 35.89 – 40.18), while that for objective structured practical examination (out of 60) was 52.19  4.56 (95% CI: 51.06 – 53.33). The difference in overall scores was highly significant (Z=11.433; p<0.00001). But, the gender differences in mean scores were not significant. The results of this study indicate that objective structured practical examination was more objective, measured practical skills better, eliminated examiner bias and significantly enhanced student scores and can be used for formative assessment to improve students’ competence (psychomotor component). Students with lower scores may need remedial educational intervention