Evolving to Objective Structured Clinical Exams (OSCE): Transitional experience in an undergraduate pharmacy program...

Area of Science:

• Medical Education
• Pharmacy Education
• Clinical Assessment

Background:

• Objective Structured Clinical Exams (OSCEs) are vital for assessing professional competencies and clinical performance.
• Limited data exists on OSCE implementation in the Eastern Mediterranean region.
• This study focuses on Kuwait's pharmacy program.

Purpose of the Study:

• To describe the development, implementation, and evaluation of OSCEs for final year pharmacy students in Kuwait.
• To compare student performance in OSCEs across two academic years (2015-2016 and 2016-2017).

Main Methods:

• A systematic, evidence-based, 3-phase approach was used for OSCE design, implementation, and evaluation.
• Phases included blueprint development, assessor training, formative/summative OSCE conduct, and student/staff perception surveys.
• Competency-based OSCEs were developed with specific scoring rubrics.

Main Results:

• Overall student OSCE scores decreased significantly from 71.6% in 2015-2016 to 60.0% in 2016-2017 (p < 0.0001).
• Students excelled in 'patient consultation and diagnosis' (71.4%) but struggled with 'monitoring of medicine therapy' (50.0%).
• Students found 'monitoring medicines therapy' and 'assessment of medicine' stations difficult, while staff found 'patient consultation' easiest.

Conclusions:

• OSCEs effectively identified student competency levels before graduation.
• The exams highlighted specific curriculum areas requiring enhancement.
• Student feedback indicated OSCEs provided valuable real-life practice in a safe environment.