Evolving to Objective Structured Clinical Exams (OSCE): Transitional experience in an undergraduate pharmacy program in Kuwait
Background: Objective Structured Clinical Exams (OSCEs) can assess professional competencies in a structured manner and facilitate objective evaluation of clinical performance. With limited data from the Eastern Mediterranean region, this study aims to describe the development, implementation, and e...
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doaj-9632c901df034e2c84215f6a74aaad612021-02-05T15:30:26ZengElsevierSaudi Pharmaceutical Journal1319-01642021-01-01291104113Evolving to Objective Structured Clinical Exams (OSCE): Transitional experience in an undergraduate pharmacy program in KuwaitAsmaa Al-Haqan0Dalal Al-Taweel1Samuel Koshy2Sarah Alghanem3Kuwait University, Faculty of Pharmacy, Pharmacy Practice Department, Safat 13110, KuwaitCorresponding author at: Department of Pharmacy Practice, Faculty of Pharmacy, Health Sciences Center, Kuwait University, P.O.Box 24923, Safat 13110, Kuwait.; Kuwait University, Faculty of Pharmacy, Pharmacy Practice Department, Safat 13110, KuwaitKuwait University, Faculty of Pharmacy, Pharmacy Practice Department, Safat 13110, KuwaitKuwait University, Faculty of Pharmacy, Pharmacy Practice Department, Safat 13110, KuwaitBackground: Objective Structured Clinical Exams (OSCEs) can assess professional competencies in a structured manner and facilitate objective evaluation of clinical performance. With limited data from the Eastern Mediterranean region, this study aims to describe the development, implementation, and evaluation of OSCEs for final year pharmacy students in Kuwait. The study also aims to compare students' performance in two academic years (2015–2016 and 2016–2017). Methods: The design, implementation, and evaluation of the competency-based OSCE followed a 3-phase systematic evidence-based approach. The development phase involved establishing an OSCE working group to develop a blueprint and scoring rubrics and to organise assessors and standardised patient/physician training. The implementation phase involved conducting formative and summative OSCEs. The evaluation phase involved undertaking student and staff perception surveys. Results: The overall students' OSCE scores for the academic years 2015–2016 and 2016–2017 were (median (interquartile range)) (71.6%, 32.2) and (60.0% (30.7)) and respectively (p < 0.0001). The average students' performance score was high in stations covering 'patient consultation and diagnosis' competency (71.4% (95% CI: 66.7–73.3)) and lower in stations covering 'monitoring of medicine therapy' competency (50.0% (95% CI: 33.3–66.7)). Students perceived stations covering 'monitoring medicines therapy' and 'assessment of medicine' as difficult. However, staff perceived stations related to 'patient consultation and diagnosis' competency as the easiest. Students reported that the OSCE was a positive experience as it provided them an opportunity to practice real life scenarios in a safe learning environment. Conclusion: The OSCE helped to identify the level of competency of students prior to graduation and areas to improve in the curriculum.http://www.sciencedirect.com/science/article/pii/S1319016420302991Pharmacy EducationCompetency-based educationObjective Structured Clinical Exam (OSCE)AssessmentKuwait |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Asmaa Al-Haqan Dalal Al-Taweel Samuel Koshy Sarah Alghanem |
spellingShingle |
Asmaa Al-Haqan Dalal Al-Taweel Samuel Koshy Sarah Alghanem Evolving to Objective Structured Clinical Exams (OSCE): Transitional experience in an undergraduate pharmacy program in Kuwait Saudi Pharmaceutical Journal Pharmacy Education Competency-based education Objective Structured Clinical Exam (OSCE) Assessment Kuwait |
author_facet |
Asmaa Al-Haqan Dalal Al-Taweel Samuel Koshy Sarah Alghanem |
author_sort |
Asmaa Al-Haqan |
title |
Evolving to Objective Structured Clinical Exams (OSCE): Transitional experience in an undergraduate pharmacy program in Kuwait |
title_short |
Evolving to Objective Structured Clinical Exams (OSCE): Transitional experience in an undergraduate pharmacy program in Kuwait |
title_full |
Evolving to Objective Structured Clinical Exams (OSCE): Transitional experience in an undergraduate pharmacy program in Kuwait |
title_fullStr |
Evolving to Objective Structured Clinical Exams (OSCE): Transitional experience in an undergraduate pharmacy program in Kuwait |
title_full_unstemmed |
Evolving to Objective Structured Clinical Exams (OSCE): Transitional experience in an undergraduate pharmacy program in Kuwait |
title_sort |
evolving to objective structured clinical exams (osce): transitional experience in an undergraduate pharmacy program in kuwait |
publisher |
Elsevier |
series |
Saudi Pharmaceutical Journal |
issn |
1319-0164 |
publishDate |
2021-01-01 |
description |
Background: Objective Structured Clinical Exams (OSCEs) can assess professional competencies in a structured manner and facilitate objective evaluation of clinical performance. With limited data from the Eastern Mediterranean region, this study aims to describe the development, implementation, and evaluation of OSCEs for final year pharmacy students in Kuwait. The study also aims to compare students' performance in two academic years (2015–2016 and 2016–2017). Methods: The design, implementation, and evaluation of the competency-based OSCE followed a 3-phase systematic evidence-based approach. The development phase involved establishing an OSCE working group to develop a blueprint and scoring rubrics and to organise assessors and standardised patient/physician training. The implementation phase involved conducting formative and summative OSCEs. The evaluation phase involved undertaking student and staff perception surveys. Results: The overall students' OSCE scores for the academic years 2015–2016 and 2016–2017 were (median (interquartile range)) (71.6%, 32.2) and (60.0% (30.7)) and respectively (p < 0.0001). The average students' performance score was high in stations covering 'patient consultation and diagnosis' competency (71.4% (95% CI: 66.7–73.3)) and lower in stations covering 'monitoring of medicine therapy' competency (50.0% (95% CI: 33.3–66.7)). Students perceived stations covering 'monitoring medicines therapy' and 'assessment of medicine' as difficult. However, staff perceived stations related to 'patient consultation and diagnosis' competency as the easiest. Students reported that the OSCE was a positive experience as it provided them an opportunity to practice real life scenarios in a safe learning environment. Conclusion: The OSCE helped to identify the level of competency of students prior to graduation and areas to improve in the curriculum. |
topic |
Pharmacy Education Competency-based education Objective Structured Clinical Exam (OSCE) Assessment Kuwait |
url |
http://www.sciencedirect.com/science/article/pii/S1319016420302991 |
work_keys_str_mv |
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