Department of Social Pharmacy, Faculty of Pharmacy, Jagiellonian University Medical College, Medyczna 9 Street, 30-688, Cracow, Poland.
Department of Medical Education, Jagiellonian University Medical College, Cracow, Poland.
BMC Med Educ. 2022 Mar 18;22(1):190. doi: 10.1186/s12909-022-03246-5.
In addition to vocational education and experience, the pharmaceutical profession's proper pursuit requires acquiring and continuously improving professional competencies. In recent years, the need has been increasingly highlighted for developing a medical education system based on helping students develop their competencies. It is necessary to adapt the tools and methods for assessing competencies during formal education. It will enable students to know the directions of further personal or professional development.
The study aimed to compare pharmacy students' self-assessment outcomes before and after the Objective Structured Practical Examination (OSPE), which finished the Pharmaceutical Care course (PCc). The study's purpose was also to compare the outcomes of the self-assessment of competencies between the students of two academic years for whom classes on the PCc were provided by different methods.
The study was conducted over two academic years (2018/2019 and 2019/2020) among 5th-year students enrolled at the Faculty of Pharmacy of the Jagiellonian University Medical College (JUMC) at the end of the Pharmaceutical Care course. Different teaching methods were used in the delivery of the course in these academic years. The students self-assessed their competencies using a questionnaire consisting of a list of personal and patient care competencies. The students completed the questionnaire before and after the OSPE, which followed the completion of the PCc.
Students' professional competencies as self-assessed after the exam were higher than those assessed before the exam. Differences were observed in both personal and patient care competencies. Students taking the course in the 2019/2020 academic year set their pre-OSPE competencies higher than students taking the PCc in 2018/2019.
The self-assessment scores increased for most competencies included in the study following the OSPE. This may suggest that taking part in the exam, involvement in patient's case simulations, and self-assessment of performance at individual stages of the exam contributed to increased subjective assessment of professional competencies.
除了职业教育和经验，医药行业的恰当追求还需要获取和不断提高专业能力。近年来，人们越来越强调基于帮助学生发展能力来开发医学教育系统。有必要调整正式教育中评估能力的工具和方法。这将使学生能够了解个人或专业发展的方向。
本研究旨在比较完成药学实践课程（PCc）后，药学生在客观结构化实践考试（OSPE）前后的自我评估结果。本研究的目的还在于比较两个学年的学生之间的能力自我评估结果，这两个学年的学生通过不同的方法接受了 PCc 的课程。
本研究在 2018/2019 学年和 2019/2020 学年期间进行，对象是在雅盖隆大学医学院药学系就读的五年级学生，他们在 PCc 结束时参加了 OSPE。这两个学年采用了不同的教学方法来教授这门课程。学生使用一份包含个人和患者护理能力的清单的问卷对自己的能力进行自我评估。学生在 OSPE 前后完成了问卷，OSPE 是在完成 PCc 之后进行的。
学生在考试后的专业能力自我评估高于考试前的评估。个人和患者护理能力都存在差异。在 2019/2020 学年修读该课程的学生在 OSPE 前设定的个人能力比在 2018/2019 学年修读 PCc 的学生高。
在 OSPE 之后，大多数纳入研究的能力的自我评估分数都有所提高。这可能表明，参加考试、参与患者案例模拟以及在考试的各个阶段对自身表现进行自我评估，有助于提高对专业能力的主观评估。
