Pharmacy OSCEs: A revision guide

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Type C statistical effects: typically only seen at cohort level when patients have been using medication for a long period of time (e.g. gastric ulceration with NSAIDs) Although several countries such as the US, Canada, Australia, the United Kingdom and Japan have used the OSCE in various ways for evaluating clinical competencies of pharmacy students, most pharmacy schools around the world have not yet introduced or are preparing to introduce the OSCE in their pharmaceutical education systems [ 21, 38]. Therefore, other countries or organizations could refer to the OSCE model developed in this study to develop or improve the OSCE system for competency assessment of students’ readiness for the pharmacy practice experiences in community or hospital pharmacies. Explore if the patient is experiencing any significant side effects with their current medications: The assessors were provided with competency assessment mark sheets with a binary grading system (i.e., pass or fail) developed according to each OSCE case in this study. Four assessors assigned to each station based on the peer investigator's judgement, evaluated the competencies of all students as per the provided criteria. The pass-fail grading system is appropriate to assess the clinical simulation performance of the healthcare students [ 29, 30]. The assessors were provided with specific exemplar answers for each evaluation criterion to make their assessment similar. For each evaluation criterion, the students received either a pass or a fail on their clinical performance or communication skills, from the assessors with the following standards: (1) a pass when meeting 50% or more of each assessment criterion for clinical performance and communication skills and (2) a fail when meeting less than 50% of each assessment criterion. Consequently, the students and assessors conducted surveys with a four-point Likert scale on the difficulty, usefulness, and satisfaction of each OSCE competency area. Students were informed that they could individually attain their assessment results if desired. Analysis Evaluations of the competence of healthcare professional students, including undergraduate pharmacists, using simulated assessments including Objective Structured Clinical Examinations (OSCEs) and Criterion Referenced Assessments (CRAs) are increasingly commonplace.

Gülpinar Ö, Haliloǧlu AH, Abdulmajed MI, Boǧa MS, Yaman Ö. Help-seeking interval in erectile dysfunction: Analysis of attitudes, beliefs, and factors affecting treatment-seeking interval in Turkish men with previously untreated erectile dysfunction. J Androl. 2012;33(4):624–8. Read the instructions carefully before you enter the station. It sounds silly, but people have been known to do the wrong examination in OSCEs (e.g. upper limb instead of lower limb neurological examination). If you don’t do what you’ve been asked, you just won’t get the marks. Authoring Team: The task of developing OSCE stations can be started after deciding on the examination content and should be undertaken by pharmacy faculty well acquainted with the curriculum and its objectives. Detailed explanations and guidelines that have been reviewed, edited, and agreed upon by the coordinating committee should be given to authors for different stations. Don’t worry about making mistakes during the OSCE – you haven’t got time to panic. Stay calm, take a deep breath and continue as you were.Preparation time and budget: The preparation time for simulated patient (SP)-based OSCE is longer, as it includes script writing, training, and pilot testing. It may take several sessions for an SP to become familiar with the case and realistically portray the findings in a consistent manner. The increased budget needed to run a successful SP program is also a valid concern. If an underlying organic cause of ED is identified and reversible, the probability of curing ED is greatly increased. However, if refractory to various treatment modalities, patients with ED are at increased risk for psychiatric co-morbidities such as anxiety and depression. This may further generate relationship and interpersonal struggles, significantly affecting a patient’s quality of life. Moreover, ED is known to be a risk factor in itself for CV disease, therefore if left untreated, could predispose the patient to greater risks of stroke and coronary artery disease. 3 Note: Ascertaining whether a patient is having normal or impaired nocturnal erections will help to distinguish between organic vs. psychogenic causes of ED. Listen carefully to the patient’s response. Use the questions below to help clarify any missing information. Occupational history

The drug is intended to last for roughly 4 hours (if an erection lasts longer than 4 hours, the patient should seek urgent care for risk of priapism) The examination content must be determined by the coordinating committee. For reliable assessment of clinical competence, curricular material encompassing varying skills (history-taking, physical examination, problem-solving, laboratory data interpretation, etc.) must be broadly sampled, across an adequate number of stations of the same duration usually of 10-minute duration each. Moving time between stations must be accounted for. Objective Structured Video Examinations (OSVE). The variation consists of videotaped recordings of patient-doctor encounters are shown to students simultaneously and questions related to the video clip are asked. Written answers are marked in a standardised manner. Canada: Vancouver, Calgary, Edmonton, Regina, Saskatoon, Winnipeg, Hamilton, London, Mississauga, Toronto (Downtown), Toronto (North York), Ottawa, Montreal, Halifax, Moncton, St. John’sDuring sexual intercourse, how difficult was it to maintain your erection to completion of intercourse? Jung GY, Lee YJ. Examination of clinical pharmacy curriculum in Korea and its comparison to the U.S. curriculum. Korean J Clin Pharm. 2014;24(4):304–10. Objective Structured Practical Examination (OSPE), which assess practical skills, knowledge and/or interpretation of data in non clinical settings. The aim of this book is therefore to provide a resource to support students to develop and practice these key skills. This book is designed as a useful resource for undergraduate students, clinical tutors and those involved in teaching students on an undergraduate pharmacy degree course. The cause of ED is frequently multifactorial, with mixed organic and psychogenic origins. 8 For simplicity, it is best to broadly categorize the aetiology of ED into the following categories: