Exploring the perceptions and experiences of pharmacy students about formative and summative OSCE incorporating AI in...

This study, using a mixed-methods approach, explored pharmacy students' perceptions and experiences of formative and summative OSCEs and their use of AI tools in OSCE preparation. Formative and summative OSCE marks were compared. Further quantitative data were collected from 82 students (89.13 %) via a post-OSCE questionnaire. Qualitative data were collected from 20 face-to-face semi-structured interviews that were audio-recorded, transcribed verbatim and thematically analyzed. Results showed improvement in marks from formative to summative OSCE, with mean marks increasing from 44.2 % to 56.0 %. Students generally perceived the OSCE process positively, with the majority rating their overall experience as excellent (65 %). The formative OSCE was viewed as particularly helpful in preparing for the summative. The integration of AI tools in OSCE preparation was well-received, with 58.5 % of students finding them helpful. However, challenges such as "lack of humanization" and occasional inaccuracies were noted. Themes generated from qualitative data endorsed the quantitative findings and were categorized into facilitators (briefing session, formative OSCE, feedback from role players and evaluators, AI tools) and barriers (challenges with the use of AI tools, anxiety, time management). The study highlights the importance of formative assessments prior to summative and the potential of AI tools in enhancing OSCE preparation, but emphasizes the need for structured training and guidance.