Tropical Journal of Pharmaceutical Research
Pharmacotherapy Group, Faculty of Pharmacy, University of Benin, Benin City, Nigeria
Vol. 16, No. 3, 2017, pp. 681-688
Bioline Code: pr17088
Full paper language: English
Document type: Research Article
Document available free of charge
Tropical Journal of Pharmaceutical Research, Vol. 16, No. 3, 2017, pp. 681-688
© Copyright 2017 - Pharmacotherapy Group, Faculty of Pharmacy, University of Benin, Benin City, 300001 Nigeria.
Introducing a performance-based objective clinical examination into the pharmacy curriculum for students of Northern Cyprus|
Abdi, Abdikarim M; Meštrović, Arijana; Gelisen, Ilker; Gultekin, Onur; Yavuz, Dudu Ozkum; Saygı, Şahan; Baghdadi, Hayder Al-; Demirdamar, Rumeysa & Basgut, Bilgen
Purpose: To describe how a formative Objective Structured Clinical Examination was applied to fourth
year pharmacy students at a university in Northern Cyprus.
Methods: A blueprint-guided performance-based objective clinical examination was implemented.
Group-prepared case scenarios based on course objectives were used to develop 12 exam stations.
Scenarios were discussed in common training sessions for both assessors (faculty members) and
senior students (standardized patients). Pilot testing of all stations was carried out on the day of the
examination. Competencies tested included medical history taking, pharmacotherapeutic knowledge
application, systemic client assessment, evidence-based drug information (DI) manipulation, drug
related problems (DRP) management, patient counseling and communication skills.
Results: The exam revealed that students were better in performing patient counseling (4.4 ± 0.23) and
identification/resolution of DRPs (3.68 ± 0.18) than in DI tasks (2.00 ± 0.21) (p < 0.05). The students’
perceptions were positive with no significant differences in their average general performance compared
to a written exam that had been previously carried out (p = 1.0).
Conclusion: The evaluation revealed that undergraduate pharmacy students in a Turkish school of
pharmacy were better in performing patient counseling and identification/ resolution of DRPs than in
drug information manipulation tasks. Student satisfaction with OSCEs was higher compared to the
written examination. The design and implementation of the formative assessment was successful with
minimum cost, using only the existing available space and personnel.
Objective structured clinical examination; Formative assessment; Pharmacy students assessment; Competency; Examination
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