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Lessons learned pivoting to a virtual OSCE: Pharmacy faculty and student perspectives.

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Currents in Pharmacy Teaching & Learning
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PubMed
Summary
This summary is machine-generated.

Pharmacy programs rapidly transitioned Objective Structured Clinical Examinations (OSCEs) to a virtual format during the COVID-19 pandemic. This pivot required careful consideration of core competencies, logistics, and technology for effective skills assessment.

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Area of Science:

  • Pharmacy education
  • Clinical skills assessment
  • Medical simulation

Background:

  • Objective Structured Clinical Examinations (OSCEs) are standard assessments in pharmacy programs.
  • Limited data exists on virtual OSCEs and skills assessments.
  • The COVID-19 pandemic necessitated a rapid shift to virtual OSCEs.

Purpose of the Study:

  • To describe the virtual redesign of a Capstone OSCE for third-year pharmacy students.
  • To outline the process of adapting in-person OSCEs to a virtual environment.

Main Methods:

  • Assessed planned OSCE components and core competencies for virtual delivery.
  • Involved students, testing services, and faculty in the planning process.
  • Modified OSCE delivery, grading, and remediation procedures.

Main Results:

  • Successfully merged virtual education with skills-based assessments.
  • Demonstrated flexibility and adaptability in response to the pandemic.
  • Identified key considerations for virtual and hybrid skills assessments.

Conclusions:

  • The virtual Capstone OSCE provided a necessary solution during a period of disruption.
  • Lessons learned offer valuable insights for future virtual or hybrid skills assessment planning.
  • Further evaluation is recommended to assess the long-term impact of virtual OSCEs.