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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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An objective structured clinical examination to assess problem-based learning.
Francine D Salinitri1, Mary Beth O'Connell, Candice L Garwood
1Wayne State University, Eugene Applebaum College of Pharmacy and Health Sciences, Detroit, MI 48201-2427, USA. fsalinitri@wayne.edu
American Journal of Pharmaceutical Education
|May 1, 2012
Summary
Objective structured clinical examinations (OSCEs) offer a more comprehensive assessment of pharmacy students' problem-based learning (PBL) compared to written exams alone. Students and faculty found OSCEs valuable for evaluating knowledge and skills.
Area of Science:
- Pharmacy Education
- Medical Simulation
- Assessment Methods
Background:
- Problem-based learning (PBL) is a key pedagogical approach in pharmacy education.
- Traditional written examinations may not fully capture the breadth of skills developed through PBL.
- Objective Structured Clinical Examinations (OSCEs) offer a standardized method for assessing clinical skills.
Purpose of the Study:
- To compare pharmacy students' performance on OSCEs versus written examinations for PBL assessment.
- To evaluate student and faculty perceptions of OSCEs in PBL evaluations.
Main Methods:
- Four OSCE stations were integrated into a third-year pharmacotherapy course alongside a written examination.
- Student scores from OSCEs and written exams were compared.
- Faculty members provided evaluations of student performance.
Main Results:
- OSCE performance did not correlate with written examination scores.
- Over 75% of students agreed OSCEs reflected their PBL learning and assessed knowledge, communication, and clinical skills.
- A majority of faculty (over 75%) supported including OSCEs in PBL assessment.
Conclusions:
- The addition of OSCEs to written examinations was well-received.
- OSCEs provide a more comprehensive evaluation of the PBL experience in pharmacy education.
- OSCEs are a valuable tool for assessing diverse student competencies in pharmacotherapy.
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