Supporting pharmacy students' preparation for an entry-to-practice OSCE using video cases.

Autor: Flood M; School of Pharmacy and Biomolecular Sciences, RCSI University of Medicine and Health Sciences, Ardilaun House, 111 St. Stephen's Green, Dublin 2 D02 VN51, Ireland. Electronic address: michelleflood@rcsi.ie., Strawbridge J; School of Pharmacy and Biomolecular Sciences, RCSI University of Medicine and Health Sciences, Ardilaun House, 111 St. Stephen's Green, Dublin 2 D02 VN51, Ireland. Electronic address: JStrawbridge@rcsi.ie., Sheachnasaigh EN; School of Pharmacy and Pharmaceutical Sciences, Panoz Institute, Trinity College Dublin, The University of Dublin, Dublin 2 D02PN40, Ireland. Electronic address: enisheac@tcd.ie., Ryan T; School of Pharmacy and Pharmaceutical Sciences, Panoz Institute, Trinity College Dublin, The University of Dublin, Dublin 2 D02PN40, Ireland. Electronic address: Theo.Ryan@tcd.ie., Sahm LJ; School of Pharmacy, Cavanagh Pharmacy Building Room UG06, University College Cork, Cork T12 YN60, Ireland; Department of Pharmacy, Mercy University Hospital, Grenville Place, Cork T12 WE28, Ireland. Electronic address: L.Sahm@ucc.ie., Fleming A; Department of Pharmacy, Mercy University Hospital, Grenville Place, Cork T12 WE28, Ireland; School of Pharmacy, University College Cork, Cork T12 YN60, Ireland. Electronic address: A.Fleming@ucc.ie., Barlow JW; Department of Chemistry, RCSI University of Medicine and Health Sciences, 123 Stephens Green, Dublin 2 D02 YN77, Ireland. Electronic address: jambarlow@rcsi.ie.
Jazyk: angličtina
Zdroj: Currents in pharmacy teaching & learning [Curr Pharm Teach Learn] 2022 Dec; Vol. 14 (12), pp. 1525-1534. Date of Electronic Publication: 2022 Nov 16.
DOI: 10.1016/j.cptl.2022.10.010
Abstrakt: Background and Purpose: Objective structured clinical examinations (OSCEs) are widely used, including in licensure examinations. OSCEs assess diverse skills in a structured manner, but can be stressful for students and have a significant organisational burden for faculty. Case-based video OSCE preparation resources were developed for students preparing for a licensure OSCE. The study aimed to examine student engagement, compare scores awarded by students to performances at specific competence standards with faculty scores, and examine usability, usefulness, and acceptability of the video cases.
Educational Activity and Setting: Final year pharmacy students (n = 149) enrolled in an integrated master of pharmacy programme in Ireland were invited to participate. Six sets of recorded OSCE-based video cases were developed, comprising multiple recordings of the same case scenario, with each pitched at a different level of performance. Students watched and scored the video cases. Usability, usefulness, and acceptability were evaluated via questionnaire.
Findings: One or more video cases were accessed by 70.5% of students. Score ratings awarded by the students, when compared to faculty ratings, showed an overall trend towards inter-rater agreement between students and faculty. Students felt positively in terms of the usability, usefulness, and acceptability of the videos.
Summary: Video cases designed to support OSCE preparation for a high-stakes national pharmacy licensure examination were widely used by students and were perceived to be usable, useful, and acceptable. Such video cases may be a feasible alternative to additional mock OSCEs to support student preparation.
Competing Interests: Declaration of Competing Interest None.
(Copyright © 2022 The Authors. Published by Elsevier Inc. All rights reserved.)
Databáze: MEDLINE
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