Implementation of objective structured clinical examinations (OSCEs) in a doctor of pharmacy program

Abstract

Background and purposeObjective structured clinical examinations (OSCEs) are an assessment solution that can be adapted in multiple ways within the doctor of pharmacy (PharmD) curriculum to assess clinical and communication skills and to improve teaching and learning across the curriculum. Educational activity and settingThe University of Florida College of Pharmacy formed an OSCE Assessment Committee, wrote blueprints for the OSCEs aligned with Entrustable Professional Activities (EPAs), and delivered OSCEs in the first and third professional years of the PharmD program. FindingsOverall, students performed well on both the first year OSCE and third year OSCE (96 to 97% pass rate on first attempt). SummaryOSCEs provide a number of benefits to students, faculty, and preceptors. Students are afforded the opportunity to demonstrate the knowledge and skills they have acquired during pharmacy school. Likewise, faculty are able to determine if the skills they are teaching are being retained by students. Faculty are also able to assess if students are ready for pharmacy practice rotations. OSCEs also identify areas within the curriculum which may need reinforcement or review. In order for OSCEs to provide benefit to students and to the college, thought should be given as to what skills OSCEs will assess, how they will be developed and administered, and how they will be graded and used to determine progression through the curriculum.