Assessment of Pharmacy Students? Clinical Skills using Objective Structured Clinical Examination (OSCE): A Literature Review

Abstract

Susi Ari Kristina, Yosef Wijoyo

A systematic review of clinical pharmacy assessment articles published from 2003 to 2016 was conducted. The electronic databases used to identify relevant studies were PUBMED, Science Direct, Cochrane Database of Systematic Reviews and Google Scholar. Search terms used were “Pharmacy student*” [MeSH] AND “assessment” [MeSH]) AND “Clinical skills” [MeSH]. The variables coded included characteristics of the assessment (e.g. aim, level, duration, learning and teaching methods), methods and outcomes. The electronic database search retrieved 122 articles while only 14 studies fulfilled the eligibility criteria. According to the review, it was indicated that methods of student clinical skills evaluation using OSCE has been implemented widely in pharmacy schools. OSCE has been used to evaluate the outcome of pharmacy courses and entry to practice examination, served as primary assessment tool in pharmacy education. Regarding the validation of the OSCE methods, the OSCE was valid, reliable and acceptable to be implemented. Pharmacy students felt that they learned clinical patient care better when using OSCE and many of them indicated the need for more exposure and additional class to improve skills. OSCE are formally involved in clinical skills assessment and as an important part of the educational life cycle for pharmacists. OSCE can play an important role in the pharmacy curriculum and providing students with a real-world context for understanding complex patient care needs.