Berlemont Cyrille, Poteaux Yanèle, Garat Anne, Zanetti Sébastien, Wierre Patrick, Sanctorum Tony, Ravaux Pierre, Décaudin Bertrand, Standaert Annie
Univ. Lille, UFR3S-pharmacie, Département de pharmacie officinale, 59000 Lille, France.
Univ. Lille, Direction d'appui à la pédagogie et à l'innovation, 59000 Lille, France.
Ann Pharm Fr. 2025 Jul 11. doi: 10.1016/j.pharma.2025.07.006.
The aim of this work is to evaluate the implementation of Objective Structured Practical Examinations (OSPE) at the Lille Faculty of Pharmacy as part of the skills assessment of 6th year pharmacy students.
The OSPE was designed and implemented in 2022 as a summative exam of the 1st semester of the 6th year. The stations were designed in accordance with our educational framework in the field of community pharmacy. Student performance scores were collected and analyzed using descriptive statistics. After the summative assessment, students completed an anonymous electronic survey concerning their opinion and perception on the suitability of the OSPE.
OSPE consisted of 8 stations, 6 of which involved standardized participants. The skills assessed included dispense medicines or health products, respond to a patient's request, patient-centered approach, interprofessional communication, apply legal practices, and administer vaccines. 105 students participated in the first edition in December 2022. The overall pass rate was 62.8%. Stations focusing on interprofessional communication and vaccine administration were more successful than those focusing on patient support (particularly in oncology). A total of 84.8% of the students found the method to be relevant, and 73.3% felt that it had enabled them to become more aware of their skills. However, 91% reported that OSPE was stressful. Students also reported that the stations on legislation and oncology patient care did not match they had seen during their training.
The OSPE experience at the Lille Faculty of Pharmacy highlights the relevance of this tool to assess the skills of future community pharmacists. However, changes are needed to enhance the alignment between OSPE and training, and to better prepare students for this new assessment approach. This initiative is part of a broader reflection undertaken by the Faculty in anticipation of the forthcoming reform of pharmacy studies in France aimed at better addressing the evolving needs of the profession.
