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Lim AS, Ling YL, Wilby KJ, Mak V. What's been trending with OSCEs in pharmacy education over the last 20 years? A bibliometric review and content analysis. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:212-220. [PMID: 38171979 DOI: 10.1016/j.cptl.2023.12.028] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/18/2023] [Revised: 12/01/2023] [Accepted: 12/22/2023] [Indexed: 01/05/2024]
Abstract
BACKGROUND Objective structured clinical examinations (OSCEs) remain an integral part of pharmacy education. This study aimed to characterize key researchers, areas, and themes in pharmacy education OSCEs using a bibliometric review with content analysis. METHODS A bibliometric review was conducted on literature from over 23 years from January 2000 to May 2023. Articles focusing on any type of OSCE research in pharmacy education in both undergraduate and postgraduate sectors were included. Articles were excluded if they were not original articles or not published in English. A summative content analysis was also conducted to identify key topics. RESULTS A total of 192 articles were included in the analysis. There were 242 institutions that contributed to the OSCE literature in pharmacy education, with the leading country being Canada. Most OSCE research came from developed countries and were descriptive studies based on single institution data. The top themes emerging from content analysis were student perceptions on OSCE station styles (n = 98), staff perception (n = 19), grade assessment of OSCEs (n = 145), interprofessional education (n = 11), standardized patients (n = 12), and rubric development and standard setting (n = 8). IMPLICATIONS There has been a growth in virtual OSCEs, interprofessional OSCEs, and artificial intelligence OSCEs. Communication rubrics and minimizing assessor variability are still trending research areas. There is scope to conduct more research on evaluating specific types of OSCEs, when best to hold an OSCE, and comparing OSCEs to other assessments.
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Affiliation(s)
- Angelina S Lim
- Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, 381 Royal Parade, Parkville 3052, VIC, Australia.
| | - Yeap Li Ling
- School of Pharmacy, Monash University Malaysia, 47500 Subang Jaya, Selangor, Malaysia.
| | - Kyle J Wilby
- College of Pharmacy, Faculty of Health, Dalhousie University, PO Box 15000, 5968 College Street, Halifax, Nova Scotia B3H 4R2, Canada.
| | - Vivienne Mak
- Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, 381 Royal Parade, Parkville 3052, VIC, Australia.
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Hasan S, AlZubaidi H, Palaian S, AlOmar M, Kheir N, Al Hariri Y, Shanableh S, Gaili A, Kahaleh A. A Telehealth Module and Virtual Objective Structured Clinical Examination of Health Literacy in Pharmacy Education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100555. [PMID: 37399897 DOI: 10.1016/j.ajpe.2023.100555] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/08/2023] [Revised: 06/05/2023] [Accepted: 06/26/2023] [Indexed: 07/05/2023]
Abstract
OBJECTIVE To implement an online health literacy (HL) module and evaluate its impact through virtual Objective Structured Clinical Examination (OSCE) on students' abilities to manage patients with low HL. METHODS Students virtually engaged in several learning activities related to HL, including practicing using HL assessment tools, designing an information booklet suitable for low HL patients, using readability formulas to lower text readability level to ≤ sixth grade, role-playing scenarios related to HL, and undergoing a virtual OSCE. Student performance on course assessments was tested using Spearman's rank-order. Students evaluated their OSCE experience in terms of case content, virtual assessment, and logistics; and effectiveness of the HL module and confidence related to HL. RESULTS A total of 90 students completed the virtual OSCE; the mean score was 8.8 out of 10 (88%), which correlated with similar course assessments. The average score was 3.46 out of 3.7 for the "gathering information" domain (recognizing risk factors and behaviors, assessing HL and adherence, etc.), and 4.06 out of 4.9 for the "patient management" domain (counseling patients on taking medications, focusing on repeating key messages, offering adherence interventions, etc.). Students responded positively regarding case content and virtual assessment, but less favorably regarding logistics. Feedback on effectiveness of the HL module and confidence in managing patients with low HL was positive. CONCLUSION An HL module delivered online was effective in improving student knowledge, abilities, and confidence related to HL. Students achieved high scores in all items in the virtual OSCE, and considered it a measure of communication and clinical skills that is comparable to traditional in-room assessments.
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Affiliation(s)
- Sanah Hasan
- Ajman University, Department of Clinical Sciences, College of Pharmacy and Health Sciences, Center of Medical and Bio-allied Health Sciences, Ajman, United Arab Emirates.
| | - Hamzah AlZubaidi
- University of Sharjah, Department of Pharmacy practice and Pharmacotherapeutics, Sharjah, United Arab Emirates
| | - Subish Palaian
- Ajman University, Department of Clinical Sciences, College of Pharmacy and Health Sciences, Center of Medical and Bio-allied Health Sciences, Ajman, United Arab Emirates
| | - Muaed AlOmar
- Ajman University, Department of Clinical Sciences, College of Pharmacy and Health Sciences, Center of Medical and Bio-allied Health Sciences, Ajman, United Arab Emirates
| | - Nadir Kheir
- Ajman University, Department of Clinical Sciences, College of Pharmacy and Health Sciences, Center of Medical and Bio-allied Health Sciences, Ajman, United Arab Emirates
| | - Yassin Al Hariri
- Department of Pharmacy, Fatima College of Health Sciences, P.O. Box 42162, Al Maqam, Al Ain, United Arab Emirates
| | - Sawsan Shanableh
- Ajman University, Department of Clinical Sciences, College of Pharmacy and Health Sciences, Center of Medical and Bio-allied Health Sciences, Ajman, United Arab Emirates
| | - Ahmed Gaili
- Ajman University, Department of Clinical Sciences, College of Pharmacy and Health Sciences, Center of Medical and Bio-allied Health Sciences, Ajman, United Arab Emirates
| | - Abby Kahaleh
- Roosevelt University, College of Pharmacy, Schaumburg, IL, USA; American Journal of Pharmaceutical Education, USA
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Singh H, Malone D, Lim AS. Shifting to Authentic Assessments? A Systematic Review of Student Perceptions of High-Fidelity Assessments in Pharmacy. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100099. [PMID: 37380270 DOI: 10.1016/j.ajpe.2023.100099] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/16/2022] [Revised: 02/17/2023] [Accepted: 03/14/2023] [Indexed: 06/30/2023]
Abstract
OBJECTIVE Despite becoming increasingly popular, there is no comprehensive review on high-fidelity assessments in pharmacy education that has a focus on the perceptions and experiences of students. This systematic review investigates the student acceptability of high-fidelity simulation for summative assessments in pharmacy education and provides recommendations regarding high-fidelity simulation practices. FINDINGS The search yielded 37 studies in total. The articles fell into 3 distinct categories: objective structured clinical examinations (N = 25); face-to-face simulation assessments (N = 9), and augmented reality assessments (N = 3). Most high-fidelity assessments were well received with most students agreeing they had a vital role in assessing the application of clinical knowledge, even though they are stressful. Students prefer high-fidelity assessments to be face-to-face rather than online and also prefer when simulated patients whom they are unfamiliar with are used. Students also expressed a need to be well-prepared for the assessment regarding the logistics of the exam and technology use. SUMMARY High-fidelity simulation is likely to be increasingly important in the assessment of the knowledge and skills of pharmacy students and student perception is an important factor to consider when developing such assessments. Reducing stress associated with high-fidelity assessments could include familiarizing students with task logistics or technology used prior to the assessment, using external simulated patients, and having face-to-face assessments and practice sessions.
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Affiliation(s)
- Harjit Singh
- Monash University, Faculty of Pharmacy and Pharmaceutical Sciences, Melbourne, Australia
| | - Daniel Malone
- Monash University, Faculty of Pharmacy and Pharmaceutical Sciences, Melbourne, Australia
| | - Angelina S Lim
- Monash University, Faculty of Pharmacy and Pharmaceutical Sciences, Melbourne, Australia.
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Elnaem MH, Barakat M, Mubarak N, K T MS, Abdelaziz DH, Fathelrahman AI, Thabit AK, Ramatillah DL, Al-Jumaili AA, Syed NK, Adam MF, Hossain MS, Baraka MA, Jose J, Elkalmi R, Chandran S, Elrggal ME, Mansour NO. Evaluation of grit and its associated factors among undergraduate pharmacy students from 14 Asian and Middle Eastern countries amid the COVID-19 pandemic. Saudi Pharm J 2023; 31:410-416. [PMID: 36744104 PMCID: PMC9890879 DOI: 10.1016/j.jsps.2023.01.008] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2022] [Revised: 01/22/2023] [Accepted: 01/25/2023] [Indexed: 02/04/2023] Open
Abstract
Introduction Grit is proposed as an essential trait for academic achievement. Thus, evaluating its current status and the associated factors could aid academic support planning. Objective The present study aimed to assess grit level and its related factors among undergraduate pharmacy students from 14 countries amid the COVID-19 pandemic. Methods A cross-sectional survey-based study was conducted among pharmacy students from 14 countries in Asia and the Middle East. A 31-item questionnaire was developed, validated, and pilot-tested, including the validated short scale for grit assessment. The data was collected between 1 February and 15 April 2022. Descriptive and inferential statistics were employed as appropriate. Results A total of 2665 responses were received, mainly from females (68.7 %), living in urban areas (69.2 %) and studying at private universities (59.1 %). The average grit score on a scale of 5 was 3.15 ± 0.54. The responses revealed higher favourable responses to items on the perseverance of efforts (34.9 % to 54 %) compared to items on the consistency of interests (26.5 % to 31.1 %). Students who did not exercise (AOR: 0.47, 95 %CI: 0.33-0.67) or exercised irregularly (AOR: 0.64, 95 %CI: 0.45-0.90) were less likely to have higher grit scores than those who exercised regularly. Additionally, students who did not receive COVID-19 vaccination (AOR: 0.50, 95 %CI: 0.36-0.71) or received only one dose (AOR: 0.67, 95 %CI: 0.46-0.99) were less likely to have higher grit scores than those who received their booster vaccination. Interestingly, students who chose the pharmacy program as their only available or reasonable choice (AOR: 0.33, 95 %CI: 0.17-0.62) and students from public universities (AOR: 0.82, 95 %CI: 0.68-0.98) were less likely to have higher grit scores. On the other hand, students who did not face educational challenges with online learning (AOR: 1.19, 95 %CI: 1.003-1.416) and students with excellent (AOR: 2.28, 95 %CI: 1.57-3.31) and very good (AOR: 2.16, 95 %CI: 1.53-3.04) academic performance were more likely to have higher grit scores. Conclusion The findings revealed moderate grit levels. Higher grit levels were thought to be associated with several personal, lifestyle and academic factors. Further interventions to support students' grit attributes are required, particularly concerning the consistency of interests.
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Affiliation(s)
- Mohamed Hassan Elnaem
- School of Pharmaceutical Sciences, Universiti Sains Malaysia, 11800 Minden, Penang, Malaysia
| | - Muna Barakat
- Department of Clinical Pharmacy and Therapeutics, Faculty of Pharmacy, Applied Science Private University, Amman, Jordan
| | - Naeem Mubarak
- Department of Pharmacy Practice, Lahore Medical & Dental College, University of Health Sciences, Lahore, Pakistan
| | - Mohammed Salim K T
- Department of Pharmacy Practice, Manipal College of Pharmaceutical Sciences, Manipal Academy of Higher Education, Karnataka, India
| | - Doaa H Abdelaziz
- Pharmacy Practice & Clinical Pharmacy Department, Faculty of Pharmacy, Future University in Egypt, Cairo, Egypt
| | | | - Abrar K Thabit
- Pharmacy Practice Department, Faculty of Pharmacy, King Abdulaziz University, Jeddah, Saudi Arabia
| | | | | | - Nabeel Kashan Syed
- Pharmacy Practice Research Unit, Department of Pharmacy Practice, College of Pharmacy, Jazan University, Jazan, Saudi Arabia
| | | | - Md Sanower Hossain
- Centre for Sustainability of Ecosystem and Earth Resources (Pusat ALAM) Universiti Malaysia Pahang Kuantan 26300 Pahang Darul Makmur MALAYSIA
| | - Mohamed A Baraka
- Clinical Pharmacy Program. College of Pharmacy, Al Ain University, Al Ain, United Arab Emirates
- Clinical Pharmacy Department, College of Pharmacy, Al-Azhar University, Cairo, Egypt
| | - Jimmy Jose
- School of Pharmacy, University of Nizwa, Nizwa, Oman
| | | | - Sarath Chandran
- College of Pharmaceutical Sciences. Government Medical College Kannur, Pariyaram, 670503 Kerala, India
| | | | - Noha O Mansour
- Clinical Pharmacy and Pharmacy Practice Department, Faculty of Pharmacy, Mansoura University, Mansoura, Egypt
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Flood M, Strawbridge J, Sheachnasaigh EN, Ryan T, Sahm LJ, Fleming A, Barlow JW. Supporting pharmacy students' preparation for an entry-to-practice OSCE using video cases. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:1525-1534. [PMID: 36400707 DOI: 10.1016/j.cptl.2022.10.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/22/2022] [Revised: 08/08/2022] [Accepted: 10/24/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND AND PURPOSE Objective structured clinical examinations (OSCEs) are widely used, including in licensure examinations. OSCEs assess diverse skills in a structured manner, but can be stressful for students and have a significant organisational burden for faculty. Case-based video OSCE preparation resources were developed for students preparing for a licensure OSCE. The study aimed to examine student engagement, compare scores awarded by students to performances at specific competence standards with faculty scores, and examine usability, usefulness, and acceptability of the video cases. EDUCATIONAL ACTIVITY AND SETTING Final year pharmacy students (n = 149) enrolled in an integrated master of pharmacy programme in Ireland were invited to participate. Six sets of recorded OSCE-based video cases were developed, comprising multiple recordings of the same case scenario, with each pitched at a different level of performance. Students watched and scored the video cases. Usability, usefulness, and acceptability were evaluated via questionnaire. FINDINGS One or more video cases were accessed by 70.5% of students. Score ratings awarded by the students, when compared to faculty ratings, showed an overall trend towards inter-rater agreement between students and faculty. Students felt positively in terms of the usability, usefulness, and acceptability of the videos. SUMMARY Video cases designed to support OSCE preparation for a high-stakes national pharmacy licensure examination were widely used by students and were perceived to be usable, useful, and acceptable. Such video cases may be a feasible alternative to additional mock OSCEs to support student preparation.
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Affiliation(s)
- Michelle Flood
- School of Pharmacy and Biomolecular Sciences, RCSI University of Medicine and Health Sciences, Ardilaun House, 111 St. Stephen's Green, Dublin 2 D02 VN51, Ireland.
| | - Judith Strawbridge
- School of Pharmacy and Biomolecular Sciences, RCSI University of Medicine and Health Sciences, Ardilaun House, 111 St. Stephen's Green, Dublin 2 D02 VN51, Ireland.
| | - Eimear Ní Sheachnasaigh
- School of Pharmacy and Pharmaceutical Sciences, Panoz Institute, Trinity College Dublin, The University of Dublin, Dublin 2 D02PN40, Ireland.
| | - Theo Ryan
- School of Pharmacy and Pharmaceutical Sciences, Panoz Institute, Trinity College Dublin, The University of Dublin, Dublin 2 D02PN40, Ireland.
| | - Laura J Sahm
- School of Pharmacy, Cavanagh Pharmacy Building Room UG06, University College Cork, Cork T12 YN60, Ireland; Department of Pharmacy, Mercy University Hospital, Grenville Place, Cork T12 WE28, Ireland.
| | - Aoife Fleming
- Department of Pharmacy, Mercy University Hospital, Grenville Place, Cork T12 WE28, Ireland; School of Pharmacy, University College Cork, Cork T12 YN60, Ireland.
| | - James W Barlow
- Department of Chemistry, RCSI University of Medicine and Health Sciences, 123 Stephens Green, Dublin 2 D02 YN77, Ireland.
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6
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Herbstreit S, Benson S, Raiser C, Szalai C, Fritz A, Rademacher F, Gradl-Dietsch G. Experience with an OSCE anamnesis station via Zoom: Feasibility, acceptance and challenges from the perspective of students, simulated patients and examiners during the COVID-19 pandemic. GMS JOURNAL FOR MEDICAL EDUCATION 2022; 39:Doc44. [PMID: 36310885 PMCID: PMC9585408 DOI: 10.3205/zma001565] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 11/19/2021] [Revised: 05/15/2022] [Accepted: 07/05/2022] [Indexed: 06/16/2023]
Abstract
Aim: Assessments of practical clinical competencies pose a challenge during the COVID-19 pandemic. Reports about OSCE stations administered online show that, despite technical feasibility and acceptance, there is a lingering desire for in-person assessments. Barriers and challenges must therefore also be identified in regard to the future integration of digital competencies into the curriculum. Based on a study investigating the feasibility and acceptance of an online OSCE anamnesis station and the descriptions given by students, simulated patients and examiners of the challenges and limitations, we make recommendations for necessary future adaptations to anamnesis training and testing in the context of telemedicine. Method: We surveyed students after completion of an OSCE anamnesis station, adapted to the telemedical setting, that was administered as an alternative assessment to 149 students via Zoom®. Using semi-structured interviews, we analyzed the resulting challenges and limitations as seen by all of the participants. Results: We confirm the existence of good technical and organizational feasibility, positive learning experiences through feedback, the acquisition of clinical competencies, and a high acceptance of this format as an alternative assessment during the pandemic. Using the semi-structured interviews, it was also possible to analyze additional categories that identify necessary adaptations of this type of format. Conclusion: Adaptation of the content-based training for all of the participants and a targeted revision of the checklists, e.g., regarding communication techniques in a telemedicine setting, is required due to the effects of the online format on communication and interactions between students and simulated patients.
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Affiliation(s)
- Stephanie Herbstreit
- Universitätsklinikum Essen, Klinik für Unfall-, Hand- und Wiederherstellungschirurgie, Essen, Germany
| | - Sven Benson
- Universität Duisburg-Essen, Medizinische Fakultät, Institut für Didaktik und curriculare Entwicklung in der Medizin, Essen, Germany
| | - Carina Raiser
- LVR-Klinikum Essen, Klinik für Psychiatrie, Psychosomatik und Psychotherapie des Kindes- und Jugendalters, Essen, Germany
| | - Cynthia Szalai
- Universitätsklinikum Essen, Klinik für Anästhesiologie und Intensivmedizin, Essen, Germany
| | - Angelika Fritz
- Universität Duisburg-Essen, Medizinische Fakultät, Simulations-Patienten-Programm, Essen, Germany
| | - Frederike Rademacher
- Universitätsklinikum Essen, Klinik für Unfall-, Hand- und Wiederherstellungschirurgie, Essen, Germany
| | - Gertraud Gradl-Dietsch
- LVR-Klinikum Essen, Klinik für Psychiatrie, Psychosomatik und Psychotherapie des Kindes- und Jugendalters, Essen, Germany
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Courtney J, Titus-Lay E, Malhotra A, Nehira J, Mohamed I, Mente W, Le U, Buckley L, Feng X, Vinall R. COVID-19-Driven Improvements and Innovations in Pharmacy Education: A Scoping Review. PHARMACY 2022; 10:pharmacy10030060. [PMID: 35736775 PMCID: PMC9227261 DOI: 10.3390/pharmacy10030060] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2022] [Revised: 05/20/2022] [Accepted: 05/31/2022] [Indexed: 02/04/2023] Open
Abstract
The COVID-19 pandemic led to many colleges of pharmacy having to make major changes relating to their infrastructure and delivery of their curriculum within a very short time frame, including the transition of many components to an online setting. This scoping review sought to summarize what is known about the impact of COVID-19 on pharmacy education and the effectiveness of adaptation strategies which were put in place. PubMed, Web of Science, OVID Medline, and MedEdPortal were searched to identify pharmacy education-related articles published since the beginning of the COVID-19 pandemic. For article inclusion, the following criteria had to be met: described original research, related directly to PharmD or PharmBS education, related to the impact of COVID-19 on pharmacy education, and was available in English. Out of a total of 813 articles, 50 primary research articles were selected for inclusion. Our review of these identified four domains relating to the impact of COVID-19 on pharmacy education and/or effectiveness of adaptation strategies: (1) lab-based courses and activities (including interprofessional education activities), (2) experiential education, (3) didactic education, and (4) student well-being. The key research findings are summarized and discussed. While the COVID-19 pandemic has clearly brought many challenges to pharmacy education, it has also led to key improvements and innovations.
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Pires C. Perceptions of Pharmacy Students on the E-Learning Strategies Adopted during the COVID-19 Pandemic: A Systematic Review. PHARMACY 2022; 10:31. [PMID: 35202080 PMCID: PMC8874398 DOI: 10.3390/pharmacy10010031] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2022] [Revised: 02/12/2022] [Accepted: 02/14/2022] [Indexed: 12/23/2022] Open
Abstract
BACKGROUND E-learning strategies were globally adopted by academies because of the COVID-19 pandemic. The characterization of students' perception of online learning is fundamental to design appropriate models for pharmacy curricula. The study aim was to carry out a systematic review about the perception of pharmacy students on the e-learning strategies adopted during the COVID-19 pandemic. METHODS The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) checklist was followed. PICOS criteria were applied. Five databases were screened: PubMed, Cochrane Library, DOAJ-Directory of Open Access Journals, SciELO-Scientific Electronic Library Online and b-on-Online Library of knowledge (Biblioteca do conhecimento online). KEYWORDS "pharmacy and (distant or remote or e-learning or online or zoom or education or training or digital) and (COVID or SARS and (student or undergraduate) and (opinion or satisfaction or perception or attitude)". RESULTS 23 out of 176 papers were selected (28 duplicated and 125 excluded). Selected papers were classified, as follows: studies exclusively involving pharmacy students (n = 8); studies simultaneously involving pharmacy students and other healthcare students (n = 6); and studies related to the involvement of pharmacy students in specific courses (n = 9). CONCLUSIONS In general, the perception of pharmacy students on e-learning strategies adopted during the COVID-19 pandemic was positive. However, an expressive proportion of undergraduates reported negative issues about online education, which seems to support the necessity of optimizing e-learning strategies in the future.
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Affiliation(s)
- Carla Pires
- CBIOS-Universidade Lusófona's Research Center for Biosciences and Health Technologies, 1749-024 Lisbon, Portugal
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9
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Students’ and Examiners’ Experiences of Their First Virtual Pharmacy Objective Structured Clinical Examination (OSCE) in Australia during the COVID-19 Pandemic. Healthcare (Basel) 2022; 10:healthcare10020328. [PMID: 35206942 PMCID: PMC8871798 DOI: 10.3390/healthcare10020328] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2021] [Revised: 01/27/2022] [Accepted: 02/08/2022] [Indexed: 12/30/2022] Open
Abstract
Objective Structured Clinical Examinations (OSCEs) are routinely used in healthcare education programs. Traditionally, students undertake OSCEs as face-to-face interactions to assess competency in soft skills. Due to physical distancing restrictions during COVID-19, alternative methods were required. This study utilized a mixed-method design (online survey and interviews) to evaluate second-year pharmacy students’ and examiners’ experiences of their first virtual OSCEs in Australia. A total of 196 students completed their first virtual OSCE in June 2020 of which 190 students completed the online survey. However, out of the 190 students, only 88% (n = 167) consented to the use of the data from their online survey. A further 10 students and 12 examiners were interviewed. Fifty-five students (33%) who participated in the online survey strongly agreed or agreed that they preferred the virtual experience to face-to-face OSCEs while 44% (n = 73) neither agreed nor disagreed. Only 20% (n = 33) felt more anxious with the virtual OSCEs. Additionally, thematic analysis found non-verbal communication as a barrier during the OSCE. Positive aspects about virtual OSCEs included flexibility, decreased levels of anxiety and relevance with emerging telehealth practice. The need for remote online delivery of assessments saw innovative ways of undertaking OSCEs and an opportunity to mimic telehealth. While students and examiners embraced the virtual OSCE process, face-to-face OSCEs were still considered important and irreplaceable. Future opportunities for OSCEs to be delivered both face-to-face and virtually should be considered.
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Arekat M, Shehata MH, Deifalla A, Al-Ansari A, Kumar A, Alsenbesy M, Alshenawi H, El-Agroudy A, Husni M, Rizk D, Elamin A, Ben Salah A, Atwa H. Evaluation of the Utility of Online Objective Structured Clinical Examination Conducted During the COVID-19 Pandemic. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:407-418. [PMID: 35509352 PMCID: PMC9060808 DOI: 10.2147/amep.s357229] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/19/2022] [Accepted: 03/28/2022] [Indexed: 05/05/2023]
Abstract
BACKGROUND The COVID-19 pandemic led to profound restrictions on the face-to-face learning and assessment in all educational institutions, particularly the medical schools. The College of Medicine and Medical Sciences of the Arabian Gulf University (CMMS-AGU) conducted the final exams, both theoretical and clinical components, for its MD students online. This study was conducted to evaluate the utility of online clinical exams held at CMMS-AGU. METHODS This is a cross-sectional, mixed method study that included samples from final year medical students, examiners, and heads of clinical departments. Data were collected through surveys, structured interviews, documents' review, and calculation of online examination's psychometrics. Descriptive statistics were used. Quantitative data were presented in the form of means and standard deviations. Responses of heads of clinical departments in the structured interview were transcribed and analyzed thematically based on three pre-established themes. RESULTS Quantitative and qualitative data on the utility (validity, reliability, acceptability, educational impact, and cost and feasibility) of online objective structured clinical examination (OSCE) were collected. Content validity of the online clinical examination was established through high mean scores of content representativeness, which was confirmed by the heads of clinical departments regarding the proper coverage of clinical skills. Criterion validity was established through a high correlation between clinical and theoretical exam results (r = 0.75). Reliability of the exam was established through an acceptable Cronbach's alpha value (0.70 to 0.78) over the four days of the examinations. The examinations were perceived as highly acceptable by both students and examiners. High educational impact was inferred from students' responses and review of documents. The examination was found to be feasible and of reasonable cost. CONCLUSION Online OSCE might be a good alternative of conventional clinical assessments in times of crises and impossibility of having in-person contact between students, examiners, and patients. An important major drawback is still present in such initiatives, which is the inability to assess students' physical examination skills.
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Affiliation(s)
- Mona Arekat
- Internal Medicine Department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain
| | - Mohamed Hany Shehata
- Family and Community Medicine Department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain
- Family Medicine Department, Faculty of Medicine, Helwan University, Cairo, Egypt
- Correspondence: Mohamed Hany Shehata, Family and Community Medicine Department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain, Tel +97333918183, Email
| | - Abdelhalim Deifalla
- Anatomy Department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
- Human Anatomy and Embryology Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt
| | - Ahmed Al-Ansari
- Medical Education Unit, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| | - Archana Kumar
- Medical Education Unit, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| | - Mohamed Alsenbesy
- Internal Medicine Department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain
- Internal Medicine Department, Faculty of Medicine, South Valley University, Qena, Egypt
| | - Hamdi Alshenawi
- Surgery Department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| | - Amgad El-Agroudy
- Internal Medicine Department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain
| | - Mariwan Husni
- Psychiatry Department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
- Psychiatry Department, Northern Ontario School of Medicine (NOSM), Ontario, Canada
| | - Diaa Rizk
- Obstetrics and Gynecology Department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| | - Abdelaziz Elamin
- Pediatrics Department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| | - Afif Ben Salah
- Family and Community Medicine Department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain
| | - Hani Atwa
- Medical Education Unit, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
- Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt
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Hung CT, Fang SA, Liu FC, Hsu CH, Yu TY, Wang WM. Applying the Student Response System in the Online Dermatologic Video Curriculum on Medical Students' Interaction and Learning Outcomes during the COVID-19 Pandemic. Indian J Dermatol 2022; 67:477. [PMID: 36578722 PMCID: PMC9792048 DOI: 10.4103/ijd.ijd_147_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022] Open
Abstract
Background The coronavirus disease 2019 (COVID-19) pandemic impacted medical education worldwide. Online lecture is increasingly prevalent in higher education, but students' completion rate is quite low. Aims This study aimed to determine the effectiveness of the student response system (SRS) in the online dermatologic video curriculum on medical students. Methods A prospective study was conducted on 176 undergraduate fourth-year medical students. The online video lecture was integrated with SRS. Results A total of 173 students completed the pre-test, and the attendance rate (pre-test/total) was 98.3%. A total of 142 students completed the post-test, and the completion rate (post-test/pre-test) was 82.8%. The post-test score (83.69 ± 4.34) was found to be significantly higher than that of the pre-test (62.69 ± 6.08, P =0.0002). A total of 138 students completed the questionnaire, and 92% of students opined that SRS was easy to operate. 86% of students agreed with the fact that the use of SRS could increase their learning performance by interacting with teachers. In the open-ended question, students stated that SRS offered opportunities for student-faculty interaction, allowed them to get immediate feedback, and promote active participation. Conclusions These results highlight that the integration of SRS in the online video curriculum increases students' completion rates and learning outcomes. Moreover, the SRS is easy to operate for the students and enhances student-faculty interaction. The SRS may be adopted in online learning during this challenging time.
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Affiliation(s)
- Chih-Tsung Hung
- From the Department of Dermatology, Tri-Service General Hospital, National Defense Medical Center, Taipei, Taiwan,Graduate Institute of Medical Sciences, School of Medicine, National Defense Medical Center, Taipei, Taiwan,Department of General Medicine, Tri-Service General Hospital, Taipei, Taiwan
| | - Shao-An Fang
- Department of General Medicine, Tri-Service General Hospital, Taipei, Taiwan
| | - Feng-Cheng Liu
- Department of Rheumatology/ Immunology and Allergy, Department of Internal Medicine, Tri-Service General Hospital, National Defense Medical Center, Taipei, Taiwan
| | - Chih-Hsiung Hsu
- School of Public Health, School of Medicine, National Defense Medical Center, Taipei, Taiwan
| | - Ting-Yu Yu
- Department of General Medicine, Tri-Service General Hospital, Taipei, Taiwan
| | - Wei-Ming Wang
- From the Department of Dermatology, Tri-Service General Hospital, National Defense Medical Center, Taipei, Taiwan,Graduate Institute of Medical Sciences, School of Medicine, National Defense Medical Center, Taipei, Taiwan,Vice Chairman, School of Medicine, National Defense Medical Center, Taipei, Taiwan,Address for correspondence: Dr. Wei-Ming Wang, Department of Dermatology, Tri-Service General Hospital, National Defense Medical Center, No. 325, Sec. 2, Chenggong Rd., Neihu Dist., Taipei City 114, Taiwan (R.O.C.). E-mail:
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Felthun JZ, Taylor S, Shulruf B, Allen DW. Empirical analysis comparing the tele-objective structured clinical examination (teleOSCE) and the in-person assessment in Australia. JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS 2021; 18:23. [PMID: 34551510 PMCID: PMC8616724 DOI: 10.3352/jeehp.2021.18.23] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/19/2021] [Accepted: 09/20/2021] [Indexed: 06/13/2023]
Abstract
PURPOSE It aimed to compare the use of the tele objective structured clinical examination (teleOSCE) with in-person assessment in high-stakes clinical examination so as to determine the impact of the teleOSCE on the assessment undertaken. Discussion follows regarding what skills and domains can effectively be assessed in a teleOSCE. METHODS This study is a retrospective observational analysis. It compares the results achieved by final year medical students in their clinical examination, assessed using the teleOSCE in 2020 (n=285), with those who were examined using the traditional in-person format in 2019 (n=280). The study was undertaken at the University of New South Wales, Australia. RESULTS In the domain of physical examination, students in 2020 scored 0.277 points higher than those in 2019 (mean difference -0.277, P<0.001, effect size 0.332). Across all other domains, there was no significant difference in mean scores between 2019 and 2020. CONCLUSION The teleOSCE does not negatively impact assessment in clinical examination in all domains except physical examination. If the teleOSCE is the future of clinical skills examination, assessment of physical examination will require concomitant workplace-based assessment.
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Affiliation(s)
| | - Silas Taylor
- Office of Medical Education, University of New South Wales, Sydney, Australia
| | - Boaz Shulruf
- Office of Medical Education, University of New South Wales, Sydney, Australia
- Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand
| | - Digby Wigram Allen
- School of Medicine, The University of New South Wales, Kensington, Australia
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