An Objective Structured Clinical Examination to Assess Problem-Based Learning

To compare pharmacy students’ performance on an objective structured clinical examination (OSCE) to their performance on a written examination for the assessment of problem-based learning (PBL); and to determine students’ and faculty members’ perceptions of OSCEs for PBL evaluations. Four OSCEs were...

Full description

Saved in:

Bibliographic Details
Published in:	American journal of pharmaceutical education Vol. 76; no. 3; p. 44
Main Authors:	Salinitri, Francine D., O'Connell, Mary Beth, Garwood, Candice L., Lehr, Victoria Tutag, Abdallah, Karina
Format:	Journal Article
Language:	English
Published:	United States Elsevier Inc 10-04-2012 American Association of Colleges of Pharmacy American Journal of Pharmaceutical Education
Subjects:	Analysis assessment Attitude of Health Personnel Checklist Clinical Competence Communication competency Education, Pharmacy - methods Educational Measurement - methods examination Faculty Grades (Scholastic marks) Health Knowledge, Attitudes, Practice Humans Instructional Design and Assessment Michigan objective structured clinical examination Perception Pharmacy pharmacy students Problem-Based Learning Schools, Pharmacy Students, Pharmacy - psychology Study and teaching Writing Michigan United States problem-based learning assessment objective structured clinical examination competency examination pharmacy students
Online Access:	Get full text
Tags:	Add Tag No Tags, Be the first to tag this record!

Description
Summary:	To compare pharmacy students’ performance on an objective structured clinical examination (OSCE) to their performance on a written examination for the assessment of problem-based learning (PBL); and to determine students’ and faculty members’ perceptions of OSCEs for PBL evaluations. Four OSCEs were added to the written examination to assess 4 PBL cases in a third-year pharmacotherapy course. OSCE scores were compared to written examination scores. Faculty members evaluated student performance. OSCE performance did not correlate with the written-examination scores. Most students (≥ 75%) agreed that OSCEs reflected their learning from PBL and measured knowledge, communication, and clinical skills. A majority of faculty members (≥75%) agreed that OSCEs should be part of PBL assessment. Addition of an OSCE to written examinations was valued and provided a more comprehensive assessment of the PBL experience.
Bibliography:	ObjectType-Article-2 SourceType-Scholarly Journals-1 ObjectType-Feature-1 content type line 23 Student at time of study. Dr. Abdallah’s current affiliation is with Health Alliance Plan, Detroit MI.
ISSN:	0002-9459 1553-6467
DOI:	10.5688/ajpe76344