Developing a Framework for Objective Structured Clinical Examinations Using the Nominal Group Technique

Hussainy, Safeera Yasmeen; Crum, Matthew; White, Paul; Larson, Ian; Malone, Daniel Thomas; Manallack, David T.; Nicolazzo, Joseph A.; McDowell, Jennifer Mary; Lim, Alan T.; Kirkpatrick, C. M. J.

doi:10.5688/ajpe809158

Cited by 13 publications

(6 citation statements)

References 28 publications

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“…The Monash pharmacy program has included OSCEs for about a decade, investing substantial time in developing and sharing our overarching framework and robust training materials for assessors. 17 OSCE assessors complete an online training program that involves reviewing and assessing video examples. They complete oral communication checklists and then compare their answers to a standard.…”

Section: A J P E a C C E P T E D D R A F Tmentioning

confidence: 99%

Predictors of Pharmacy Student Performance on Written and Clinical Examinations in a Flipped Classroom Curriculum

Lyons

Brock

Malone

et al. 2020

American Journal of Pharmaceutical Education

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To inform this, the authors examined the effects of student demographics, baseline factors (language assessment and situational judgement test scores), prior performance (high school admission rank), course engagement, and student time management of pre-class online activities on student performance in course examinations and objective structured clinical examination (OSCE) problem solving and communication scales. Methods. Study participants were one cohort of pharmacy students enrolled in a five-year combined Bachelors and Masters of Pharmacy degree program at Monash University Faculty of Pharmacy and Pharmaceutical Sciences. Data were collected from course, learning management system, and institutional databases. Data were analyzed for univariate, bivariate, and multivariate associations (four linear regression models) between explanatory factors and outcome variables. Results. The dataset included three years of data on 159 pharmacy students from one institution. Statistically significant positive predictors of OSCE communication performance included domestic (ie, Australian) student designation, higher baseline written English proficiency, and pre-class online activity completion. Positive predictors of OSCE problem solving included workshop attendance and low empathy as measured by a baseline situational judgment test (SJT). Positive predictors of year two end-of-course examinations included the Australian Tertiary Academic Rank, completing pre-class online activities prior to lectures, high integrity as measured by a SJT, and the pre-class online activity completion. Conclusion. Several explanatory factors predicted student examination and OSCE performance in the regression models. Future research should continue to study additional contexts, explanatory factors, and outcome variables.

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Section: A J P E a C C E P T E D D R A F Tmentioning

confidence: 99%

Predictors of Pharmacy Student Performance on Written and Clinical Examinations in a Flipped Classroom Curriculum

Lyons

Brock

Malone

et al. 2020

American Journal of Pharmaceutical Education

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“…The collaboration between both fields was necessary to enhance the content validity of the test, so that the test would be adjusted to the type of training provided to students in the health institutions where they carry out their clinical practice. In the literature, we find several authors who agree on the convenience of designing this type of test based on expert consensus methodologies to achieve adequate content validity (25)(26) .…”

Section: Discussionmentioning

confidence: 99%

Design of a nursing objective structured clinical examination of a first-year clinical practice program

Castro-Yuste

Rodríguez-Cornejo

García-Cabanillas

et al. 2020

Rev. esc. enferm. USP

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Objective: The aim of the present study was to design a content-valid nursing objective structured clinical examination attending a first-year clinical nursing practice program. Method: The examination was designed following a procedure based on the consensus of experts which was comprised of three phases: selection of the activities in which students should be competent according to the learning outcomes of the course, clinical case design, and integration of the clinical cases designed into the stations of the test. Results: Of the 44 surveys submitted for the design of the stations, 37 were answered, of which 31 respondents met the inclusion criteria of the panel of experts. The activities on which the experts reached the highest degrees of consensus were: basic physical assessment and monitoring of vital signs, assessment of hygiene and skin status, ability to develop care plans, management of safety principles in administration of medication and administration of oral medication. Based on the selected activities, the experts developed 20 clinical cases, from which a four-station nursing objective structured clinical examination was designed. Conclusion: The structured methodology based on the design of experts enabled the design of a content-valid objective structured clinical examination appropriate for the evaluation of the learning outcomes achieved by the students attending a clinical practice program.

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“…Third-year OSCEs involve a greater number of possible topics than previous-year OSCEs and are designed to test critical thinking in a clinical pharmacy context, oral communication, and empathy, while fourth-year OSCEs have a variety of stations designed to test a broader range of skills. This framework of skill development is based on principles developed previously [47]. Preparation for OSCEs was enhanced using tools implemented for the established pharmacy degree [48].…”

Section: Assessmentmentioning

confidence: 99%

Development of a Vertically Integrated Pharmacy Degree

et al. 2021

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Whilst curriculum revision is commonplace, whole degree transformation is less so. In this paper we discuss the rationale, design and implementation of a unique pharmacy program by a research-intensive faculty. The new Monash pharmacy curriculum, which had its first intake in 2017, was built using a range of key innovations that aimed to produce graduates that demonstrate key conceptual understanding and all the skills required to deliver world-best patient outcomes. The key elements of the re-design are outlined and include the process and principles developed, as well as key features such as a student-centred individualised program of development arranged around specific, authentic tasks for each skill and earlier enhanced experiential placements where students become proficient in entrustable professional activities. It is hoped the dissemination of this process, as well as the lessons learnt in the process, will be useful to others looking to transform a health curriculum.

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Developing a Framework for Objective Structured Clinical Examinations Using the Nominal Group Technique

Cited by 13 publications

References 28 publications

Predictors of Pharmacy Student Performance on Written and Clinical Examinations in a Flipped Classroom Curriculum

Predictors of Pharmacy Student Performance on Written and Clinical Examinations in a Flipped Classroom Curriculum

Design of a nursing objective structured clinical examination of a first-year clinical practice program

Development of a Vertically Integrated Pharmacy Degree

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