Abstract
With the wide application of the OSCE in the field of pharmacy, the development of e-assessment in OSCE is a predictable trend. However, the feasibility of its practical application and the acceptance of examiners who are accustomed to using traditional paper-based methods are worthy of being discussed. The e-assessment system (EAS) was constructed in this study and used in the examination process. Examiner satisfaction and changes in acceptance of EAS were evaluated. Examiners showed high recognition for the advantages of EAS in data processing, but EAS obviously made the examiner more nervous than the paper-based method. After repeated use of the e-OSCE system, the examiner’s satisfaction and acceptance significantly improved, which showed that there was a certain correlation between examiner’s familiarity with the assessment method and their acceptance. Besides, EAS has great advantages over traditional paper-based methods, and it is feasible in clinical practice examination of pharmacy education.
Highlights
As medical care tends to be professional, a consensus was formed on the concept of patient oriented care
objective structured clinical examination (OSCE) is being extended to pharmacy education, and it is planned to implement it in the pharmacist qualification examination in the future
This study showed good results in terms of the feasibility of applying the e-assessment to the implementation of OSCE of pharmacy education
Summary
As medical care tends to be professional, a consensus was formed on the concept of patient oriented care. The OSCE originated in the United Kingdom (UK) as an objective means to assess medical students’ skills [8]. It facilitates the assessment of student’s competency with clinical skills in a controlled, simulated environment [9]. The OSCE is used for medical qualification examinations in many countries such as the UK, Canada, and the United States. This evaluation method is applied elsewhere, such as in Asia, including Taiwan [10,11,12]. It can be expected that conventional OSCE methods become increasingly challenging to administer with a larger number of students
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