Published:  Sep 30, 2018DOI: 10.7324/JAPS.2018.8915
Objectives: The study objective was to determine the effectiveness of the introduction of OSCE and pharmacy students perception regarding OSCE implementation. Methods: A 7-station OSCE was developed and implemented in the 2015-2016 academic year as part of compulsory pharmacy course. The case competencies examined include pharmaceutical skill practices covered clinical skills, compounding skills, and management skills incorporated into communication aspect. A questionnaire containing items on student perception and acceptance on OSCE implementation was administered after all students completed the OSCE. Results: About 224 and 198 students have completed the evaluation of the OSCE as part of their required courses. Class of 2016 performed better than 2015 counterpart in almost stations. The performance on the drug monitoring station across all classes was relatively poor (55% and 69% passed). Students agreed that the OSCE scenario was relevant with real practice, a high degree of learning gained, and high fairness of assessment, consistency performance of simulated patients, yet the level of difficulty associated with performing tasks is very high, and the students felt that the 10 minutes allocated for completing each task was inadequate. Conclusion: Objective structured clinical examinations can be implemented routinely for assessment of students’ clinical skills.
Kristina SA, Gustriawanto N, Rokhman MR, Aditama H, Sari IP. Students’ first experience with Objective Structured Clinical Examination in a pharmacy school in Indonesia. J App Pharm Sci, 2018; 8(09): 102-106.
Allen SJ, Waterfield J, Rivers P. An investigation of pharmacy student perception of competence-based learning using the individual Skills Evaluation and Development program, iSED®. Pharm Educ. 2016; 16(1):72-80.
Ameh N, Abdul MA, Adesiyun GA, et al. Objective structured clinical examination vs traditional clinical examination: An evaluation of students' perception and preference in a Nigerian medical school. Niger Med J. 2014; 55(4):310-313.https://doi.org/10.4103/0300-1652.137191
Association of Indonesian Pharmacy Higher Education (AIPHE). 2013. Standard of Curricula for Indonesian Pharmacy Schools. Jakarta: AIPHE.
Austin Z, Gregory MLS. Evaluating the Accuracy of Pharmacy Students' Self-Assessment Skills. Am J Pharm Educ. 2007; 71(5): Article 89.https://doi.org/10.5688/aj710589
Awaisu A, Abd Rahman NS, Mohamed MHN, et al. Malaysian Pharmacy Students' Assessment of an Objective Structured Clinical Examination (OSCE). Am J Pharm Educ. 2010; 74(2): Article 34.https://doi.org/10.5688/aj740234
Awaisu A, Mohamed MHN, Al-Efa QAM. Perception of Pharmacy Students in Malaysia on the Use of Objective Structured Clinical Examinations to Evaluate Competence. Am J Pharm Educ. 2007; 71(6): Article 118.https://doi.org/10.5688/aj7106118
Boyce EG. The pharmacists' patient care process and more. Am J Pharm Educ. 2017; 81(4):62.
Hastings JK, Schwanda KF, Pace AC, et al. An Objective Standardized Clinical Examination (OSCE) in an Advanced Nonprescription Medicines Course. Am J Pharm Educ. 2010; 74(6): Article 98.https://doi.org/10.5688/aj740698
Hughes F, Barry J, Belaid L, et al. Development of an Objective Structured Clinical Examination (OSCE) to assess formulation and extemporaneous dispensing skills in MPharm undergraduates. Pharm Educ. 2013; 13(3):7-14.
Hussain A, Malik M, Abdullah S. Review of evolving trends in clinical pharmacy curriculum around the globe. Am J Pharm Sci. 2017; 5(2):1-7.
Indonesian Pharmacists Association. 2016. Indonesian Pharmacists Competencies Standard. Jakarta: Indonesian Pharmacists Association.
Kim JH, Lee JY, Lee YS, et al. Attitudes to proposed assessment of pharmacy skills in Korean pharmacist licensure examination. J Educ Eval Health Prof. 2017; 14(6).https://doi.org/10.3352/jeehp.2017.14.6
Kirton SB, Kravitz L. Objective Structured Clinical Examinations (OSCEs) Compared With Traditional Assessment Methods. Am J Pharm Educ. 2011; 75(6): Article 111.https://doi.org/10.5688/ajpe756111
Lin K, Travlos DV, Wadelin JW, et al. Simulation and introductory pharmacy practice experiences. Am J Pharm Educ. 2011; 75(10):209.https://doi.org/10.5688/ajpe7510209
Mitchell P, Wynia M, Golden R, et al. 2012. Core Principles and Values of Effective Team-Based Health Care Discussion Paper. Washington DC: Institute of Medicine.
National Examination on Pharmacists Competencies Committee (NEPCC). 2017. Blueprint Ujian Kompetensi Apoteker Indonesia. Jakarta: NEPCC.
Setyonugroho W, Kennedy KM, Kropmans TJ. Reliability and validity of OSCE checklists used to assess the communication skills of undergraduate medical students: A systematic review. Patient Educ Couns. 2015; 98(12):1482-1491.https://doi.org/10.1016/j.pec.2015.06.004
Seybert AL, Barton CM. Simulation-Based Learning to Teach Blood Pressure Assessment to Doctor of Pharmacy Students. Am J Pharm Educ. 2007; 71(3): Article 48.https://doi.org/10.5688/aj710348
Shirwaikar A. Objective structured clinical examination (OSCE) in pharmacy education - a trend. Pharm Pract. 2015; 13(4):627.https://doi.org/10.18549/PharmPract.2015.04.627
Sobh A, Pawluk SA, Izham M, et al. Qualitative evaluation of a cumulative exit-from-degree objective structured clinical examination (OSCE) in a Gulf context. Pharm Educ. 2017; 17(1):73-80.
Sobh A, Wilby KJ, Izham M, et al. Evaluation of a cummulative performance-based assessment for pharmacy students in Qatar. Qatar Foundation Annual Research Conference Proceedings, 21 Mar 2016; Suppl 1.
Sturpe DA. Objective Structured Clinical Examinations in Doctor of Pharmacy Programs in the United States. Am J Pharm Educ. 2010; 73(4): Article 148.https://doi.org/10.5688/aj7408148
Tindall WN, Beardsley RS, Kimberlin CL. 1994. Communication Skills in Pharmacy Practice: a Practical Guide for Students and Practitioners. Baltimore: Lea & Febiger.
Troncon LEA. Clinical skills assessment: limitations to the introduction of an "OSCE" (Objective Structured Clinical Examination) in a traditional Brazilian medical school. Sao Paulo Med J. 2004; 122(1): 12-7.https://doi.org/10.1590/S1516-31802004000100004
Vyas D, Bray BS, Wilson MN. Use of simulation-based teaching methodologies in US colleges and schools of pharmacy. Am J Pharm Educ. 2013; 77(3):53.https://doi.org/10.5688/ajpe77353
Zayyan M. Objective Structured Clinical Examination: The assessment of choice. Oman Med J. 2011; 26(4):219-222.https://doi.org/10.5001/omj.2011.55
481 Absract views 41 PDF Downloads 522 Total views
Awareness and understanding of pharmaceutical pictograms in non pharmacy students: A case studyNeha Mishra, Shalini Khatri, Ruby Gehlaut, Pratushti Mittal, Sachdev Yadav
Leadership Attitudes and Beliefs of Pharmacy Students: A cross-sectional Study from a Malaysian University
Causality Assessment of Suspected Adverse Drug Reaction with Anti-Tubercular Therapy by WHO Probability ScaleS. Yadav, K.K. Pillai, P. Kapur
Comparative antimycobacterial activity of some Indonesian medicinal plants against multi-drug resistant Mycobacterium tuberculosis