Assessment of student performance on a mock new prescription counseling session and an objective structured clinical examination across five years

Abstract

IntroductionNew prescription counseling (NPC) provides vital information to patients regarding newly prescribed medications to improve treatment outcomes. This evaluation's goals were to describe the implementation of teaching and assessment methods incorporated into an NPC module across two courses at Auburn University and evaluate student performance on assessments of NPC skills over five years. MethodsAssessments included self and peer evaluations of a recorded mock NPC session, NPC objective structured clinical examination (OSCE), and overall course grade. Scores were analyzed over a five-year period (2012 to 2016) to evaluate mean student performance in each of four domains (gathering information, communication, management strategies, and monitoring and follow-up) and overall for each assessment. Pearson's correlation coefficients between these scores were calculated by combining all five years of data. ResultsSeven-hundred thirty-three students were included in the analysis. No trends in mean domain and total assessment scores were noted across years. Self and peer evaluation domain and total scores were significantly, though moderately, correlated across assessments (r = 0.43–0.51), except in the communication domain (r = 0.12). Overall, NPC OSCE total scores were not correlated with NPC recording self or peer evaluation total scores (r = 0.06 and r = 0.11, respectively). Assessment total scores were all moderately correlated with overall course grades. ConclusionsUtilization of a scaffolding approach with class discussion, demonstration, role-play, self and peer evaluation, and OSCEs, is an effective means of building student competence in patient counseling for the NPC context.