An assessment of students’ performance and satisfaction with an OSCE early in an undergraduate pharmacy curriculum

Branch, Cleopatra

doi:10.1016/j.cptl.2013.09.006

Cited by 21 publications

(19 citation statements)

References 38 publications

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“…In comparison to results of similar surveys among pharmacy students, our results are consistent with respect to the OSCE providing a real-life practical experience. 7,8,12 In contrast to other surveys of pharmacy students, more of our students responded that they agreed that instructions were clear and that the OSCE was less stressful than other examination types. 7,12 This may because the OSCEs were tied to laboratory-based courses, in which students typically had higher grades than in didactic courses.…”

Section: Discussioncontrasting

confidence: 40%

“…2 Literature supports the use of OSCEs to evaluate clinical knowledge and competence, professional judgment, problem-solving skills, and interpersonal and communication skills. [6][7][8] The combination of the OSCE with standardized board examinations has the potential to become the gold standard for measuring physician competence. 9 For years, physicians have used OSCEs as part of their licensing process.…”

Section: Introductionmentioning

confidence: 99%

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Evaluation of Clinical and Communication Skills of Pharmacy Students and Pharmacists with an Objective Structured Clinical Examination

Urteaga

Attridge

Tovar

et al. 2015

American Journal of Pharmaceutical Education

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Objective. To evaluate how effectively pharmacy students and practicing pharmacists communicate and apply knowledge to simulations of commonly encountered patient scenarios using an objective structured clinical examination (OSCE). Design. Second-, third-, and fourth-year pharmacy students completed an OSCE as part of their required courses in 2012 and 2013. All students in both years completed identical OSCE cases. Licensed pharmacists were recruited to complete the OSCE and serve as controls in 2012. A survey assessed student perception and acceptance of the OSCE as well as student confidence in performance. Assessment. Licensed pharmacists had significantly higher clinical and communication skills scores than did pharmacy students. Student progression in communication and clinical skills improved significantly over time. Survey results indicated that students felt the OSCE was well-structured and assessed clinical skills taught in pharmacy school; 86% of students felt confident they could provide these skills. Conclusion. Objective structured clinical examinations can evaluate clinical competence and communication skills among professional students. Implementation of OSCEs may be an effective tool for assessment of the Center for the Advancement of Pharmacy Education domains.

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Section: Discussioncontrasting

confidence: 40%

Section: Introductionmentioning

confidence: 99%

Evaluation of Clinical and Communication Skills of Pharmacy Students and Pharmacists with an Objective Structured Clinical Examination

Urteaga

Attridge

Tovar

et al. 2015

American Journal of Pharmaceutical Education

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“…The practical experience of dealing with patients should be encouraged and trained throughout the course of pharmacy, occurring gradually from the beginning of the course and increasing year after year in a way that students could finish their course effectively prepared for the practice (Branch, 2014). At this point, it is essential that the internship can integrate skills and knowledge training, offering a real understanding of the profession based on practical experience (Hasan et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

Assessment of Brazilian pharmacy students perception of their level of preparedness for pharmaceutical practice

Rios¹,

Souza²,

Mesquita³

et al. 2017

Afr. J. Pharm. Pharmacol.

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The teaching model based on objective, measurable, and linear knowledge no longer seems to be the most appropriate, given the new responsibilities of pharmacists, who should focus their practices on patient care. The objective of the present study was to analyze students' perception about preparedness to pharmacy practice and to patient-centered care, and identify experiential training barriers Two discussion groups were formed with 12 and 13 individuals to present their perceptions about teaching and learning for pharmaceutical care. The analysis followed the methodology of Bardin. The analysis of the answers indicates that there is a significant gap in the training of pharmacists, with a strong emphasis on theoretical issues and less focus on knowledge acquisition and interpersonal communication, generating poor professional training and relationship barriers. In general, students do not feel prepared to deal with patients. These students identify the lack of infrastructure, such as the lack of a pharmacy and underutilization of the hospital, deficiencies in the curriculum such as the lack of key subjects, lack of clinical practice, and lack of preparation of some teachers, with an excess of classes following the lecture format. These factors influence the teaching and learning of clinical and communication skills, which undermine the pharmacists' ability to carry out clinical interventions, as well as affect the pharmaceutical-patient and pharmaceutical-physician relationship. These results suggest that for the pharmacists' clinical training it is necessary to rethink whether the infrastructure, the curriculum, and the teaching method are adequate for the development of skills and competences.

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“…Objective structured clinical examinations (OSCEs, [48]) and an internet-based assessment tool for the assessment of advanced pharmacy practice experiences [18] can be used for summative assessment. It is beyond the scope of this article to fully evaluate the range of available assessment tools and their use in CBPE (but see [22] for a recent overview of the issues involved).…”

Section: Student Assessmentmentioning

confidence: 99%

Implementation of Competency-Based Pharmacy Education (CBPE)

2017

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Implementation of competency-based pharmacy education (CBPE) is a time-consuming, complicated process, which requires agreement on the tasks of a pharmacist, commitment, institutional stability, and a goal-directed developmental perspective of all stakeholders involved. In this article the main steps in the development of a fully-developed competency-based pharmacy curriculum (bachelor, master) are described and tips are given for a successful implementation. After the choice for entering into CBPE is made and a competency framework is adopted (step 1), intended learning outcomes are defined (step 2), followed by analyzing the required developmental trajectory (step 3) and the selection of appropriate assessment methods (step 4). Designing the teaching-learning environment involves the selection of learning activities, student experiences, and instructional methods (step 5). Finally, an iterative process of evaluation and adjustment of individual courses, and the curriculum as a whole, is entered (step 6). Successful implementation of CBPE requires a system of effective quality management and continuous professional development as a teacher. In this article suggestions for the organization of CBPE and references to more detailed literature are given, hoping to facilitate the implementation of CBPE.

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An assessment of students’ performance and satisfaction with an OSCE early in an undergraduate pharmacy curriculum

Cited by 21 publications

References 38 publications

Evaluation of Clinical and Communication Skills of Pharmacy Students and Pharmacists with an Objective Structured Clinical Examination

Evaluation of Clinical and Communication Skills of Pharmacy Students and Pharmacists with an Objective Structured Clinical Examination

Assessment of Brazilian pharmacy students perception of their level of preparedness for pharmaceutical practice

Implementation of Competency-Based Pharmacy Education (CBPE)

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