Student pharmacists’ performance and perceptions on an evidence-based medicine objective structured clinical examination

Aranda, Josephine P.; Davies, Marilyn A.; Jackevicius, Cynthia A.

doi:10.1016/j.cptl.2018.12.012

Cited by 11 publications

(10 citation statements)

References 34 publications

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“…Studies reporting on OSCEs within pharmacy have mainly focused on undergraduate and trainee pharmacist provisions, including an evaluation of the learner's improvement and appraisal alongside other methods. (Aranda et al, 2019). An exploration of OSCEs as an assessment method in the pharmacy post-qualification context is justified to inform development in education and training.…”

Section: Resultsmentioning

confidence: 99%

Pharmacy Education Virtual Conference Proceedings 2021: The digital switch

2021

Pharm Educ

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Section: Resultsmentioning

confidence: 99%

Pharmacy Education Virtual Conference Proceedings 2021: The digital switch

2021

Pharm Educ

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“…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%

“…Literature discussing the assessment of clinical skills acquired in a self‐care therapeutics course is limited. However, objective structured clinical examinations (OSCEs) are accepted as a reliable and valid form of assessment that are used in health care education worldwide 3 and have the potential to assess community pharmacy clinical skills.…”

Section: Introductionmentioning

confidence: 99%

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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“…In North America and Europe, the OSCE is the standard tool to help educators examine clinical competence of students in medicine, nursing, occupational therapy, physical therapy, dentistry, and pharmacy [20][21][22][23][24]. An OSCE consists of several tasks in which students are expected to perform a variety of clinical skills within a speci ed period when encountering SPs.…”

Section: Objective Structured Clinical Examination (Osce)mentioning

confidence: 99%

Ethnic and Gender Biases in Clinical Performance Assessment (CPA) in Healthcare Education: A Systematic Review

Chao¹,

Violato²,

Concannon³

et al. 2019

Preprint

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Background: Several forms of bias, including ethnic and gender bias, are thought to impact evaluations on Clinical Performance Assessments (CPAs). Unfairness may influence student learning attitudes if a loss of trust causes a lack of engagement in learning. Understanding the biases occurring in CPAs can lead to well-designed examiner training to ensure equality and fairness. The purpose of this systematic review is to determine the current evidence in the literature for ethnic and/or gender bias by examiners evaluating pre-licensure healthcare students in CPAs using standardized patients (SPs). Methods: Literature was systematically searched in CINAHL, PubMed and Medline from inception to February 2019, and no date range was set. Studies related to the investigation of ethnic and/or gender biases occurring in CPAs using SPs for examining health professions students were selected. A systematic review was conducted to assess the methodological quality and strength of evidence of relevant research and to identify if any potential ethnic and/or gender bias occurred in CPAs. The Guidelines for Critical Review were used to appraise the selected studies. Results: Nine studies published from 2003 to 2017 were retrieved for review. Three studies met all the Guidelines for Critical Review quality criteria, indicating stronger evidence of their outcomes, two of the studies reported ethnic and/or gender bias existing in the CPAs. Overall, four studies found ethnic and/or gender bias in CPAs, but all study results had small effect sizes. Conclusions: No systematic and consistent bias was found across the studies; nonetheless, the possibility of ethnic or gender bias by some examiners cannot be ignored. To minimize potential examiner bias, the investigation of Frame of Reference training, multiple examiners per station, and combination assessments in CPAs is recommended.

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Student pharmacists’ performance and perceptions on an evidence-based medicine objective structured clinical examination

Cited by 11 publications

References 34 publications

Pharmacy Education Virtual Conference Proceedings 2021: The digital switch

Pharmacy Education Virtual Conference Proceedings 2021: The digital switch

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

Ethnic and Gender Biases in Clinical Performance Assessment (CPA) in Healthcare Education: A Systematic Review

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