Validation and Evaluation of an OSCE in Undergraduate Doctor of Pharmacy Program

Almuqdadi, Ali; Yousef, Al-Motassem; Majdalawi, Khalil; Masoud, Zeina; Kalabani, Reem; Al-hadeed, Hanadi

doi:10.5530/ijper.51.3.64

Cited by 8 publications

(7 citation statements)

References 16 publications

(14 reference statements)

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“…There were some differences in the extent of students' agreement with this statement in favor of penultimate students and nal year students from a private university. In contrast, previous research conducted to explore students' opinions regarding the objectivity and validity of OSCE has highlighted that students had different views on the acceptance of the OSCE as the main evaluation assessment of their clinical skills (Alkhathlan et al, 2018;Almuqdadi et al, 2017). Overall, the participants in our study were found to have a good acceptance level of the OSCE to evaluate their clinical skills.…”

Section: Discussioncontrasting

confidence: 79%

Students' Views of the Objective Structured Clinical Examination (OSCE): Findings from two Malaysian Pharmacy Schools

Elnaem

Zainal

Wahab

et al. 2020

Preprint

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Objectives: To investigate and compare the views of undergraduate pharmacy students in two Malaysian pharmacy schools (one private and one public) regarding the organization, quality, and objectivity of OSCE. Methods: A cross-sectional study was undertaken among penultimate and final year students in two Malaysian pharmacy schools between October and December 2019. A questionnaire was developed, tested, and validated and then distributed to study participants through online Google forms. Results: A total of 221 undergraduate pharmacy students participated in the study. Regarding the adequacy of the time allocated per OSCE station, students of the public university expressed a relatively higher level of disagreement (IIUM 63.9% & 48.7% vs. UoC 11.6% & 14.3%). Relatively few students agreed that OSCE is a less stressful type of assessment compared to other traditional methods (IIUM 7.2% & 10.3% vs. UoC 39.5% & 23.8%). Regarding the OSCE scores as valid indicators of student’s skills, private university students had more agreement than their counterparts in a public university (UoC 79% & 64.3% vs. IIUM 39.2% 30.8%). In addition, both student groups disagreed that OSCE marks were likely to be affected by the student’s gender (IIUM 73.2% & 66.7% vs. UoC 67.4% & 78.6%). Conclusion: Overall, most of the participants had overall good views regarding the organization, quality, and objectivity of OSCE, with several differences between students in public and private universities. There are few areas to be further considered to ensure more positive students’ OSCE experience such as revision on the time allocation for every station and on the provision of timely constructive feedback.

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Section: Discussioncontrasting

confidence: 79%

Students' Views of the Objective Structured Clinical Examination (OSCE): Findings from two Malaysian Pharmacy Schools

Elnaem

Zainal

Wahab

et al. 2020

Preprint

View full text Add to dashboard Cite

show abstract

“…There were some differences in the extent of students' agreement to this statement in favour of penultimate students and final year students from a private university. In contrast, previous research conducted to explore students' opinions regarding the objectivity and validity of OSCE has highlighted that students were having different views on the acceptance of the OSCE as the main evaluation assessment of their clinical skills (Almuqdadi et al, 2017;Alkhathlan et al, 2018). Overall, the participants in our study had a good acceptance level of the OSCE to evaluate their clinical skills.…”

Section: Discussionmentioning

confidence: 94%

Pharmacy students’ views on the objective structured clinical examination (OSCE): findings from two Malaysian universities

et al. 2021

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Objectives: To investigate and compare the views of undergraduate pharmacy students in two Malaysian pharmacy schools (one private and one public) regarding the organisation, quality, and objectivity of Objective Structured Clinical Examination (OSCE). Methods: A cross-sectional study was undertaken among penultimate and final year students in two Malaysian pharmacy schools between October to December 2019 (International Islamic University Malaysia [IIUM] and University of Cyberjaya [UoC]). A questionnaire was developed, tested, validated and then distributed to study participants through online Google forms. Results: A total of 221 undergraduate pharmacy students participated in the study. Students from the public university disagreed with the allocated time for the OSCE stations (IIUM 63.9% and 48.7% vs UoC 11.6% and 14.3%). Relatively few students agreed that OSCE is a less stressful type of assessment compared to other traditional methods (IIUM 7.2% and 10.3% vs UoC 39.5% and 23.8%). Both groups of students’ also disagreed that OSCE marks were likely to be affected by the student’s gender (IIUM 73.2% and 66.7% vs UoC 67.4% and 78.6%). Conclusion: The majority of participants had positive views on the organisation, quality, and objectivity of OSCE, with several differences between students in public and private universities. There are few areas to be further considered to ensure more positive OSCE experience for students such as revision on the time allocation for every station and on the provision of timely constructive feedback.

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“…The OSCE is a practical examination that provides a standardized assessment of clinical competence [1]. Since the OSCE formula was first described by Harden in 1975 [2], it has been the subject of numerous studies and has been widely adopted by educational institutions, particularly in the health sciences (Medicine, Pharmacy, Odontology) [3][4][5][6]. The OSCE tests are today considered as the gold standard for the evaluation of clinical competence [7,8].…”

Section: Introductionmentioning

confidence: 99%

An Objective Structured Clinical Examination (OSCE) for French Dental Students: Feedback after 2 Years

et al. 2021

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The Objective Structured Clinical Examination (OSCE) is a practical examination that provides a standardized assessment of clinical competence. The aim of this study is to evaluate the objectivity and the reliability of an OSCE in dentistry. To this end, a retrospective monocentric observational study was conducted at the Faculty of Dentistry of Nancy by analyzing the exam results of 81 students. The study population consisted of the fifth-year students. The examination was broken down into six stations which were doubled, and different juries of examiners were constituted (installed in different rooms) according to the same composition. The p-value was set at 0.05. We found an equivalence of the results between the different rooms on the global mean score obtained at the six stations (p = 0.021). In terms of gender, women have statistically significantly higher overall scores than men (p = 0.001). The evaluation of a difference in the scores between full-time and part-time teachers does not find any statistically significant difference or equivalence in the station where it was possible to realize the comparison. However, the students’ waiting time before the exam seems to negatively influence the results. Compared with other international OSCE studies, the results presented seemed sufficiently objective and reliable, although some adjustments are still necessary.

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Validation and Evaluation of an OSCE in Undergraduate Doctor of Pharmacy Program

Cited by 8 publications

References 16 publications

Students' Views of the Objective Structured Clinical Examination (OSCE): Findings from two Malaysian Pharmacy Schools

Students' Views of the Objective Structured Clinical Examination (OSCE): Findings from two Malaysian Pharmacy Schools

Pharmacy students’ views on the objective structured clinical examination (OSCE): findings from two Malaysian universities

An Objective Structured Clinical Examination (OSCE) for French Dental Students: Feedback after 2 Years

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