It matters how we do it: A review of best practices of Observed Structured Clinical Examination in pharmacy education

Abstract

Objective: Since the introduction of the Observed Structured Clinical Examination (OSCE) in medical education more than four decades ago, OSCEs have been adopted by a majority of healthcare professional education programmes, including pharmacy. This article aims to review the best practices as well as explore novel approaches to the use of OSCE in pharmacy education. Method: As with any assessment method, the development of OSCE stations starts with blueprinting. Personnel involved in the OSCE are briefed and adequately trained, based on their expertise and prior experience to ensure the efficient running of the OSCE as well as help maintain the reliability and validity of the assessment process. Conclusion: The OSCE assesses a range of clinical and communication skills, yet it is resource-intensive and requires extensive planning. However, it must be considered an important and essential means to develop and assess the skills required by the pharmacy graduates for safe future practice.

The Psychometric Quality of Objective Structured Clinical Examinations Within Psychology Programs: A Systematic Review

“…A synthesis of implementation methods that improve psychometric qualities of OSCEs is provided by Khan et al (2013b) as a set of Quality Assurance Guidelines (QAGs; Figure 1). These guidelines are referenced across studies evaluating the development and implementation of OSCEs in medicine (Daniels & Pugh, 2018), pharmacy (Cheema & Ali, 2021), dentistry (Salawu et al, 2022), social work (Bogo et al, 2012), and psychology (Goodie et al, 2021; Sundström & Hakelind, 2022; Yap et al, 2012). However, it should be noted that due to the early adoption and continued widespread use of OSCEs within medical training, QAGs have been developed from medical program OSCEs.…”