Objective Structured Clinical Examinations as an Assessment Tool in Pharmacy Curricula

Brock, Tina; Deloatch, Kimberly H.; McDermott, June H.; Joyner, P. U.; Raasch, Ralph H.

doi:10.1300/j060v09n02_01

Cited by 3 publications

(3 citation statements)

References 4 publications

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“…In the pharmacy education context, OSCEs are increasingly popular method to assess knowledge and skills of pharmacy students for registration, licensing, and certification. [2][3][4][5][6][7] OSCEs can be summative or formative; formative OSCEs can help orient students to the OSCE process and allow them to practice their skills in a low-stakes environment prior to completing a summative version of the real assessment. 8 The balance between managing resourcing for OSCEs and allowing for enough opportunity for practice has been a constant struggle.…”

Section: Introductionmentioning

confidence: 99%

“…9,10 Virtual patients in online case scenarios have been used successfully in recent years in medical, 11 nursing 12 , occupational therapy 13 and pharmacy training to help prepare students for working with simulated patients in the real OSCE. 7,10,[14][15][16][17][18] In particular, up skilling pharmacy students in conducting clinic visits, 19 history taking, developing pharmaceutical care plans and clinical problem solving. 20 Simulated patients are individuals (commonly professional actors) who are trained to portray a patient with a specific condition in a standardized, realistic way so that students can be tested in a controlled environment such as an OSCE.…”

Section: Introductionmentioning

confidence: 99%

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Pharmacy Students’ Perceptions and Performance on the Use of an Online Virtual Experience Tool for Practicing Objective Structured Clinical Examinations

Lim

Lee

Karunaratne

et al. 2020

American Journal of Pharmaceutical Education

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Objective. Objective Structured Clinical Examination (OSCE) practice sessions are logistically challenging and resource demanding. Our objective was to examine pharmacy students' OSCE performance and perceptions about an interactive online learning module (Monash OSCE Virtual Experience (MOVE). Methods. MOVE online module consists of twenty pharmacy case scenarios with virtual patients. It was piloted with our final year pharmacy students at Monash University campuses in Australia (Parkville) and Malaysia (Sunway). A mixed methods approach consisting of: (1) reviewing user attempts and grade comparison, (2) self-administered questionnaires, and (3) focus groups was used to examine students' perception and performance. Results. More than 99% of all students attempted at least one online case scenario in preparation for their final OSCE. 81% attempted all twenty scenarios two or more times. 90% of Sunway students and 70% of Parkville students reported MOVE to be a helpful study tool for their OSCE preparation. However, raw comparison of user attempts and OSCE marks showed no direct correlation between online module attempts and assessment grades. Self-administered questionnaire and focus group results indicated that MOVE prepared students for targeted and time-bound history taking and problem-solving skills. Overall, students perceived MOVE to be a useful learning tool and less overwhelming learning experience than face to face sessions. Nevertheless, students still preferred face-to-face OSCE practice with simulated patients than online practice with virtual patients. Conclusion. MOVE was perceived by our students as a flexible and useful online learning aid for their final year OSCE preparation.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Pharmacy Students’ Perceptions and Performance on the Use of an Online Virtual Experience Tool for Practicing Objective Structured Clinical Examinations

Lim

Lee

Karunaratne

et al. 2020

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

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“…3,6,19,[43][44][45][46][47] These evaluations of student abilities include knowledge and simulated skills-based performance evaluations (such as objective structured clinical examinations) 48 that are based on course and curricular outcomes at specified points in the curriculum. The assessment methods used in the progress test should be consistent with curricular and course outcomes, objectives, delivery, and assessment.…”

Section: Progress Testing Practicums Etcmentioning

confidence: 99%

Finding and Using Readily Available Sources of Assessment Data

Boyce¹

2008

Am J Pharm Educ

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This paper provides the rationale for, examples of, and the collection and general uses of currently available, potentially underutilized academic program assessment data. Academic program assessment is essential for program improvement and accreditation, but commonly used assessment methods may not fully meet these needs. General assessment references, pharmacy education literature, and prior experiences were used to identify and discuss sources of potentially underutilized assessment data. Pre-course assessments, graded assignments, examinations, pharmacy experience evaluations, scoring rubrics, portfolios, progress testing, self-assessments, and classroom assessment techniques are potential sources of assessment data. Course evaluations and grades may also be useful. Selection should be based on need, availability, strength, and concerns. Challenges in data management may be best met through a centralized, integrated database. Careful selection of specific embedded and other assessments can be utilized to complete the development of a comprehensive, meaningful, and efficient program assessment plan.

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Interprofessional communication training: benefits to practicing pharmacists

Luetsch

Rowett

2015

Int J Clin Pharm

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Pharmacists perceived that a learning and practice module for successful interprofessional practice integrated into a postgraduate clinical pharmacy program enhanced their interprofessional communication skills. The development of pro-active, interprofessional communication skills has the potential to increase interprofessional collaboration and pharmacists' personal role satisfaction. Pharmacists also observed it added value to their professional contribution in health care teams when addressing the demands of increasingly complex health care needs and reforms.

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Objective Structured Clinical Examinations as an Assessment Tool in Pharmacy Curricula

Cited by 3 publications

References 4 publications

Pharmacy Students’ Perceptions and Performance on the Use of an Online Virtual Experience Tool for Practicing Objective Structured Clinical Examinations

Pharmacy Students’ Perceptions and Performance on the Use of an Online Virtual Experience Tool for Practicing Objective Structured Clinical Examinations

Finding and Using Readily Available Sources of Assessment Data

Interprofessional communication training: benefits to practicing pharmacists

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