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Related Experiment Video

Updated: Sep 17, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Scaffolding for Problem Solving Using Goldilocks Help in Objective Structured Clinical Examinations.

Shaun Wh Lee¹, Angelina Lim², Li Ling Yeap¹

¹Monash University Malaysia, School of Pharmacy, Subang Jaya, Malaysia.

American Journal of Pharmaceutical Education

|June 28, 2025

Summary

This summary is machine-generated.

Student pharmacists’ problem-solving during Objective Structured Clinical Examinations (OSCEs) aligns with the Goldilocks Help model. Low performers need structured guidance to improve analysis and planning skills.

Keywords:

Health education Metacognition Objective structured clinical examination Student performance

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Area of Science:

Pharmacy Education
Medical Simulation
Cognitive Science

Background:

Objective Structured Clinical Examinations (OSCEs) present challenges for students due to time pressures and anxiety.
Algorithmic and scaffolded approaches can aid problem-solving by segmenting complex processes into manageable steps.

Purpose of the Study:

To investigate the metacognitive processes student pharmacists employ during OSCE problem-solving.
To evaluate the applicability of the Goldilocks Help model to student performance in OSCEs.

Main Methods:

Analysis of 60 assessment data points from Malaysian and Australian institutions, categorized by student performance tiers (high, middle, low).
Content and thematic analysis of student reflections, structured around the Goldilocks Help model steps.

Main Results:

All performance levels initially focused on patient history and medications.
High and middle performers effectively utilized resources for safety checks and decision-making; lower performers showed gaps in applying knowledge, particularly with medication-related issues.
Differences in prioritizing steps and analyzing/planning interventions were observed based on knowledge level.

Conclusions:

Student pharmacists' problem-solving during OSCEs naturally follows the 5 Goldilocks Help steps.
Lower-performing students struggled with the 'Analyze' step and spent excessive time on 'Plan'.
The Goldilocks Help model can guide educators in supporting struggling students toward systematic problem-solving and expertise development.