Implementation of a skills practical to first-year pharmacy students

McMillan, Ashlee; Barrickman, Ashleigh L.

doi:10.1016/j.cptl.2017.07.024

Cited by 5 publications

(8 citation statements)

References 8 publications

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“…The benefit of OSCEs early in the pharmacy curriculum was supported by a 2017 study by McMillan and Barrickman that found that introducing OSCEs in the P1 year might allow students to become more familiar with this type of assessment and facilitate optimal design of future OSCEs in the curriculum. 13 OSCEs may be more memorable than completing patient cases or answering case-based questions and may be the reason students in our study reported the OSCE as the assessment format they learned the most from. OSCEs include the dynamic back-and-forth interactions that occur when interviewing a patient.…”

Section: Discussionmentioning

confidence: 78%

“…14 Multiple colleges of pharmacy have reported their experiences with OSCEs, including testing P1 students before the end of fall semester, P3 students) before Advanced Pharmacy Practice Experiences (APPEs), and as part of foundational skills courses. 3,13,15 Specifically, OSCE use with P1 students was described by McMillan and Barrickman in 2017 and Curtis and colleagues in 2019. 13,15 Both groups assessed P1 students on overall pharmacy skills and knowledge, and the OSCE was not part of a self-care therapeutics course.…”

Section: Discussionmentioning

confidence: 99%

“…3,13,15 Specifically, OSCE use with P1 students was described by McMillan and Barrickman in 2017 and Curtis and colleagues in 2019. 13,15 Both groups assessed P1 students on overall pharmacy skills and knowledge, and the OSCE was not part of a self-care therapeutics course.…”

Section: Discussionmentioning

confidence: 99%

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Experiences and perceptions of pharmacy students and pharmacists with a community pharmacy‐based objective structured clinical examination

Cornelison

Zerr

2021

J Am Coll Clin Pharm

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Introduction Self‐care therapeutics teaches students how to apply the Pharmacists' Patient Care Process to determine if a patient's concern is appropriate for self‐care and then independently prevent, diagnose, and treat the condition. Objective structured clinical examinations (OSCEs) have been shown to be a reliable and valid form of assessment used in pharmacy education. There is limited research examining the use of a community pharmacy‐based OSCE to evaluate self‐care clinical skills in first year pharmacy (P1) students. Objectives To evaluate P1 students' and facilitators' experiences and perceptions of a community pharmacy‐based OSCE. Student performance on the OSCE was evaluated as a secondary objective. Methods Students completed an OSCE that consisted of two patient cases. Students' experiences with the OSCE were collected using a standardized questionnaire. The questionnaire consisted of 41 questions that assessed four areas: attributes of the OSCE, quality of the OSCE performance, OSCE scoring and objectivity, and comparison with other assessment methods. Facilitator experiences and perceived value of the OSCE were assessed using a questionnaire. The responses were evaluated using a chi‐square test. Results Eighty‐eight students completed the OSCE and questionnaire. Students found the OSCE to be fair (91%) and cover a wide range of skills (76%). The majority of the students (91%) agreed that the OSCE provided opportunities to learn and was a practical and useful experience (86%). Approximately two‐thirds (66%) of the students felt that the OSCE provided a true measure of essential clinical skills needed in self‐care therapeutics. Fourteen facilitators participated in the OSCE and completed the questionnaire. Community pharmacists represented most of the facilitators (57%). Facilitators agreed that the OSCE tests the knowledge and skills needed to practice in community pharmacy (100%). Conclusion A community pharmacy‐based OSCE may be a valuable tool to assess clinical skills and provide clinical learning experiences for pharmacy students.

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Section: Discussionmentioning

confidence: 78%

Section: Discussionmentioning

confidence: 99%

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Experiences and perceptions of pharmacy students and pharmacists with a community pharmacy‐based objective structured clinical examination

Cornelison

Zerr

2021

J Am Coll Clin Pharm

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“…At the University of Sydney, Australia, a two-hour workshop was allocated at the end of the respiratory block during the second year of study for hands-on exposure with inhaler devices (Toumas-Shehata et al, 2018). In Amman, Jordan, final year students were given additional materials for reading after their respiratory therapeutics lecture along with a hands-on session with inhaler devices and counselling on a simulated asthma patient (Basheti, 2014) (Thurmon, Schwartz, & Jervis, 2013;Ma et al, 2015;McMillan & Barrickman, 2017 (Chee et al, 2019). Such methods can be especially useful during situations where social distancing measures limit face-to-face teaching and learning encounters.…”

Section: Discussionmentioning

confidence: 99%

Hands-on training on inhaled devices to boost pharmacy students’ performance during inhaler counselling

Jamil

Norhaidi

Zakaria

2021

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Objective: The effective use of inhalers depends on completeness of information from healthcare providers. As pharmacists acquire foundational skills on inhalers from their undergraduate curriculum, the experience and performance of pharmacy students regarding inhaler counselling should be explored. Methods: Pharmacy students who completed their final year of study answered an online questionnaire on their experience with teaching-learning activities on inhalers. Students also underwent an objective structured clinical exam that included Turbuhaler device counselling. Results: 84 students who completed the online questionnaire strongly agreed that the curriculum increased their awareness of different types of inhalers (65.5%) and specific techniques for use (64.3%). Students reported being able to counsel on metered-dose inhaler (98.8%) and dry-powder inhaler (92.8%) techniques. Students performed well (mean=9.4, SD=2.7) at Turbuhaler counselling from a full score of 14. Conclusions: The current training on inhaler devices was useful for the pharmacy students. Future training should emphasise supplementary advice on inhaler taste and gargling.

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“…İlk kez 1970'lerde tıp fakültelerindeki öğrencilerin eğitimi için yapılan yapılandırılmış objektif klinik sınavlar (YOKS), zamanla hemşirelik ve diğer sağlık alanlarında da kullanılmıştır (Harden et al, 1975;Jones, Pegram, & Fordham-Clarke, 2010;Nulty et al, 2011;Rusforth, 2007;McMillan & Barrickman, 2017;Davies, Ellerton, & Evans, 2017;Wardman, Yorke, & Hallam, 2018). Ülkemizde çeşitli derneklerin mezuniyet öncesi yeterlilik değerlendirmesinde uygulama sınavı olarak yapılan YOKS, tıp fakültelerinde ve hemşirelik okullarında da uygulanmaktadır (Denat & Tugrul, 2012).…”

Section: Introductionunclassified

Objective structured clinical examination experience in anaesthesia program of bezmialem vakıf university vocational school of health services

Başaranoğlu¹

2018

HIG

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Bu çalışmanın amacı sağlık hizmetleri meslek yüksekokulu anestezi programında yapmış olduğumuz yapılandırılmış objektif klinik sınav ile ilgili uygulamayı sunmaktır. Bu çalışma Kasım 2017'de yapılmıştır. Çalışma grubu 9 (%26.5) erkek, 25 (%73.5) kadındı. Anestezi program öğrencilerine yapılandırılmış objektif klinik sınav uygulanmıştır. Sınav için yapılacak masraf hesaplanmıştır. Sınav sonunda öğrencilere anket uygulanmıştır. Üç öğrenci (%8.82) sınavın kolay olduğunu, 28 (%82.3) öğrenci klinik bilginin pratiğe yansımasını en iyi yapılandırılmış objektif klinik sınav ile gösterdiğini belirtti. Sınava toplam 34 öğrenci alınmış olup simüle hastalar ve kırtasiye masrafı olarak toplam 217 lira 68 kuruş harcanmıştır. Öğrencilerin çoğunluğu sınavı kapsamlı, standartlaştırılmış, daha az önyargılı ve güvenilir buldular. Yetkinlik, bilgi, beceri, iletişim sağlık hizmetleri meslek yüksekokulu eğitiminde önemlidir. Yapılandırılmış objektif klinik sınavlar öğrencileri bu açıdan değerlendirdiği için meslek yüksekokulu öğrencilerinin eğitimi için faydalı olabilir.

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Implementation of a skills practical to first-year pharmacy students

Cited by 5 publications

References 8 publications

Experiences and perceptions of pharmacy students and pharmacists with a community pharmacy‐based objective structured clinical examination

Experiences and perceptions of pharmacy students and pharmacists with a community pharmacy‐based objective structured clinical examination

Hands-on training on inhaled devices to boost pharmacy students’ performance during inhaler counselling

Objective structured clinical examination experience in anaesthesia program of bezmialem vakıf university vocational school of health services

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