Abstract
Background: Objective Structured Clinical Examinations (OSCEs) were used to assess translational pharmacotherapeutic skills of a Gulf-region representative academic institution. Aim: The aim of the current study was to assess the clinical skills of students enrolled within the third year Bachelor of Pharmacy (BPharm) programme within Ras Al Khaimah College of Pharmaceutical Sciences. For this purpose, designated OSCE stations were constructed and the results documented. In so doing, the results of the OSCE study allowed for pioneering documentation of the assessed skills within the geographical region at hand. Method: A 20-station OSCE was constructed. The assessment examination consisted of a battery of 16 active and 4 rest stations. Of the stations included, three were interactive in nature. The final assessment formed an integral appraisal tool for the Community Pharmacy course. In addition, student satisfaction and performance in the relevant stations were assessed and compared to Objective Structured Practical Examinations and other currently used assessment tools in the course. Results: Interactive stations 11 and 13 reflected the greatest average score. The majority of students reported that the OSCE examination was relatively more difficult compared to other assessment methods. Conclusion: The design and implementation of the OSCE within our institution represents a cornerstone in pharmaceutical higher education. In addition, this assessment tool can be used to shape and tailor pharmacy education standards and professional development programmes in the future. Results obtained could form a platform in recognising clinical and educational weaknesses which could be avoided during the residency year of a particular student.
Published Version
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