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Area of Science:

  • Medical Education
  • Pharmacy Education
  • Health Professions Education Assessment

Background:

  • Globalization is driving the adoption of international medical education standards.
  • Objective Structured Clinical Examinations (OSCEs) are widely used in Western countries but less common in the Middle East.
  • Qatar University's College of Pharmacy sought to implement an OSCE as a summative assessment.

Purpose of the Study:

  • To describe the process of adapting and implementing a Canadian-based OSCE in Qatar.
  • To identify cultural and contextual challenges encountered during OSCE implementation.
  • To propose solutions for overcoming these challenges in international settings.

Main Methods:

  • Adaptation of policies and procedures from the University of Toronto's OSCE program.
  • Implementation of the OSCE as an exit-from-degree assessment for pharmacy students.
  • Analysis of challenges including assessment tools, standardized actors, assessor calibration, and standard setting.

Main Results:

  • The OSCE was successfully implemented despite significant cultural and contextual barriers.
  • Key challenges identified were related to assessment tools, standardized actors, assessor calibration, and standard setting.
  • Solutions were developed and applied to integrate the OSCE into the pharmacy curriculum.

Conclusions:

  • OSCEs can be successfully adapted and implemented in diverse cultural contexts within medical education.
  • Addressing specific challenges related to assessment tools, personnel, and calibration is crucial for successful international adoption.
  • This initiative provides valuable insights for global programs seeking to implement OSCEs and for Canadian programs managing diverse populations.