The influence of OSPE and PBL on competency-based pharmacy student self-assessment

Abstract

Background In addition to vocational education and experience, the pharmaceutical profession’s proper pursuit requires acquiring and continuously improving professional competencies. In recent years, the need has been increasingly highlighted for developing a medical education system based on helping students develop their competencies. It is necessary to adapt the tools and methods for assessing competencies during formal education. It will enable students to know the directions of further personal or professional development. Objective The study aimed to compare pharmacy students’ self-assessment outcomes before and after the Objective Structured Practical Examination (OSPE), which finished the Pharmaceutical Care course (PCc). The study’s purpose was also to compare the outcomes of the self-assessment of competencies between the students of two academic years for whom classes on the PCc were provided by different methods. Methods The study was conducted over two academic years (2018/2019 and 2019/2020) among 5th-year students enrolled at the Faculty of Pharmacy of the Jagiellonian University Medical College (JUMC) at the end of the Pharmaceutical Care course. Different teaching methods were used in the delivery of the course in these academic years. The students self-assessed their competencies using a questionnaire consisting of a list of personal and patient care competencies. The students completed the questionnaire before and after the OSPE, which followed the completion of the PCc. Results Students’ professional competencies as self-assessed after the exam were higher than those assessed before the exam. Differences were observed in both personal and patient care competencies. Students taking the course in the 2019/2020 academic year set their pre-OSPE competencies higher than students taking the PCc in 2018/2019. Conclusion The self-assessment scores increased for most competencies included in the study following the OSPE. This may suggest that taking part in the exam, involvement in patient’s case simulations, and self-assessment of performance at individual stages of the exam contributed to increased subjective assessment of professional competencies.

The effect of problem-based learning on improving problem-solving, self-directed learning, and critical thinking ability for the pharmacy students

“…The steps of PBL include: (1) identifying the problem, (2) exploring prior knowledge, (3) generating potential theories, (4) identifying learning needs, (5) individually gathering research, (6) re-evaluating and applying new knowledge to the problem, and (7) reflecting on the learning process 21 . PBL has been introduced into pharmacy education to prepare future pharmacists to meet the challenging requirements of the pharmacy profession 22,23 . For our course in the China Pharmaceutical University, Authentication of Chinese Medicines, it is an applied discipline that aims to identify and study the varieties and quality of Chinese medicines, formulate standards for Chinese medicines, and find and expand new sources of medicines.…”

The Pressing Needs of Human Resource Management Renovation of Higher Vocational Schools in China: From the Perspective of Teacher Competency

“…1 Knowledge (Lee et al, 2020;Zeeny et al, 2021;Castro & Pereira, 2019;Nanivska et al, 2020;Držaić et al, 2018;Francis et al, 2019;Antera, 2021;Altunova & Kalman, 2020;Smith et al, 2021;Liu & Li, 2021) 2 Teaching implementation (Lee et al, 2020;Zeeny et al, 2021;Maconi & Sousa, 2020;Shafi et al, 2020;Korniienko, 2020;Koç & Fidan, 2019;Altunova & Kalman, 2020;Bartels et al, 2019;Dahlback et al, 2020;Prasetyono et al, 2021;Smith et al, 2021;Liu & Li, 2021) 3 Innovative ability (Ryu et al, 2021;Lee et al, 2020;Francis et al, 2019;Kabashkin & Tikanashvili, 2019;Antera, 2021;Bajwa, 2019;Smith et al, 2021;Liu, 2021;Liu & Li, 2021) 4 Personality (Lee et al, 2020;Zeeny et al, 2021;Castro & Pereira, 2019;Nanivska et al, 2020;Antera, 2021;Dymek et al,…”

Exploring the problems and coping strategies of pharmacy internship in large general hospitals in China: from the perspective of preceptors

“…By completing a certain period of pharmacy internships in a pharmacy department at a qualified teaching hospital, pharmacy students can gain a practical understanding of drug dispensing, drug-management concepts, drug consultation, clinical pharmacy services, etc., to get a broader view of the pharmacy profession [ 5 ]. For example, in the European Union (EU), a pharmacist is a person who has completed a curriculum in university-level pharmaceutical education, including 6-month pharmacy internship, which provides adequate preparation for the unsupervised, full-responsibility provision of pharmacy services in a pharmacy setting [ 6 ]; In the USA, the Accreditation Council for Pharmacy Education requires pharmacy students to complete 300 introductory pharmacy practice experience hours before they start their advanced pharmacy practice experience [ 7 ]; In China, for most undergraduate pharmacy programs, each college has different curriculum setting, but generally include general education courses, foundation specialty courses, professional and service courses, research and individual development courses, and some element of practical experience, such as pharmacy medical practice. Among them, pharmacy students are required to attend the pharmacy practice during the final year of their degree, and the time ranges from 6 months to 1 year [ 1 ].…”