Abstract
The objective structured clinical examination (OSCE) forms a central component of the assessment process of non-medical prescribing. A comparative evaluation was conducted of classroom and workplace OSCEs to identify the strengths and limitations of each method in assessing non-medical prescribing competence and the level of student satisfaction. The study demonstrated that the OSCE requires the support of a structured portfolio assessment to ensure that students are able to articulate knowledge embedded in practice through reflective discussion.
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