基于可委托专业活动的客观结构化临床考试在药学课程中的应用。

Entrustable professional activities-based objective structured clinical examinations in a pharmacy curriculum.

机构信息

Pharmacy Practice Department, School of Pharmacy, Lebanese American University, Blat, P.O. Box 36, Byblos, Lebanon.

Pharmaceutical Sciences Department, School of Pharmacy, Lebanese American University, Blat, P.O. Box 36, Byblos, Lebanon.

出版信息

BMC Med Educ. 2024 Apr 22;24(1):436. doi: 10.1186/s12909-024-05425-y.

DOI:10.1186/s12909-024-05425-y

PMID:38649947

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11036754/

Abstract

BACKGROUND

The integration of Objective Structured Clinical Examinations (OSCEs) within the professional pharmacy program, contributes to assessing the readiness of pharmacy students for Advanced Pharmacy Practice Experiences (APPEs) and real-world practice.

METHODS

In a study conducted at an Accreditation Council for Pharmacy Education (ACPE)-accredited Doctor of Pharmacy professional degree program, 69 students in their second professional year (P2) were engaged in OSCEs. These comprised 3 stations: best possible medication history, patient education, and healthcare provider communication. These stations were aligned with Entrustable Professional Activities (EPAs) and Ability Statements (AS). The assessment aimed to evaluate pharmacy students' competencies in key areas such as ethical and legal behaviors, general communication skills, and interprofessional collaboration.

RESULTS

The formulation of the OSCE stations highlighted the importance of aligning the learning objectives of the different stations with EPAs and AS. The evaluation of students' ethical and legal behaviors, the interprofessional general communication, and collaboration showed average scores of 82.6%, 88.3%, 89.3%, respectively. Student performance on communication-related statements exceeded 80% in all 3 stations. A significant difference (p < 0.0001) was found between the scores of the observer and the SP evaluator in stations 1 and 2 while comparable results (p = 0.426) were shown between the observer and the HCP evaluator in station 3. Additionally, a discrepancy among the observers' assessments was detected across the 3 stations. The study shed light on challenges encountered during OSCEs implementation, including faculty involvement, resource constraints, and the necessity for consistent evaluation criteria.

CONCLUSIONS

This study highlights the importance of refining OSCEs to align with EPAs and AS, ensuring a reliable assessment of pharmacy students' clinical competencies and their preparedness for professional practice. It emphasizes the ongoing efforts needed to enhance the structure, content, and delivery of OSCEs in pharmacy education. The findings serve as a catalyst for addressing identified challenges and advancing the effectiveness of OSCEs in accurately evaluating students' clinical readiness.

摘要

背景

在专业药学课程中整合客观结构化临床考试（OSCE）有助于评估药学学生在高级药学实践经验（APPE）和实际实践中的准备情况。

方法

在一项经药学教育认证委员会（ACPE）认证的药学专业博士学位课程中，对 69 名二年级（P2）学生进行了 OSCE 研究。这些包括 3 个站：最佳可能的用药史、患者教育和医疗保健提供者沟通。这些站点与可委托的专业活动（EPA）和能力陈述（AS）一致。评估旨在评估药学学生在关键领域的能力，例如道德和法律行为、一般沟通技巧和跨专业合作。

结果

OSCE 站的制定强调了将不同站的学习目标与 EPA 和 AS 对齐的重要性。学生在道德和法律行为、跨专业一般沟通和合作方面的评估平均得分分别为 82.6%、88.3%和 89.3%。在所有 3 个站中，与沟通相关的陈述的学生表现均超过 80%。在第 1 和第 2 站中，观察员和 SP 评估者之间的分数存在显著差异（p<0.0001），而在第 3 站中，观察员和 HCP 评估者之间的结果相似（p=0.426）。此外，在 3 个站中，观察员的评估存在差异。该研究揭示了在 OSCE 实施过程中遇到的挑战，包括教师参与、资源限制以及对一致评估标准的必要性。