Background

Objective Structured Clinical Exams (OSCEs) can assess professional competencies in a structured manner and facilitate objective evaluation of clinical performance. With limited data from the Eastern Mediterranean region, this study aims to describe the development, implementation, and evaluation of OSCEs for final year pharmacy students in Kuwait. The study also aims to compare students' performance in two academic years (2015–2016 and 2016–2017).

Methods

The design, implementation, and evaluation of the competency-based OSCE followed a 3-phase systematic evidence-based approach. The development phase involved establishing an OSCE working group to develop a blueprint and scoring rubrics and to organise assessors and standardised patient/physician training. The implementation phase involved conducting formative and summative OSCEs. The evaluation phase involved undertaking student and staff perception surveys.

Results

The overall students' OSCE scores for the academic years 2015–2016 and 2016–2017 were (median (interquartile range)) (71.6%, 32.2) and (60.0% (30.7)) and respectively (p < 0.0001). The average students' performance score was high in stations covering 'patient consultation and diagnosis' competency (71.4% (95% CI: 66.7–73.3)) and lower in stations covering 'monitoring of medicine therapy' competency (50.0% (95% CI: 33.3–66.7)). Students perceived stations covering 'monitoring medicines therapy' and 'assessment of medicine' as difficult. However, staff perceived stations related to 'patient consultation and diagnosis' competency as the easiest. Students reported that the OSCE was a positive experience as it provided them an opportunity to practice real life scenarios in a safe learning environment.

Conclusion

The OSCE helped to identify the level of competency of students prior to graduation and areas to improve in the curriculum.

中文翻译：

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发展为客观结构化临床考试（OSCE）：科威特本科药学课程的过渡经验

 背景

客观结构化临床考试（OSCE）可以以结构化的方式评估专业能力，并促进临床表现的客观评估。由于东地中海地区的数据有限，本研究旨在描述科威特药学专业最后一年学生 OSCE 的开发、实施和评估。该研究还旨在比较学生在两个学年（2015-2016 和 2016-2017）的表现。

 方法

基于能力的 OSCE 的设计、实施和评估遵循三阶段系统循证方法。开发阶段涉及建立欧安组织工作组，以制定蓝图和评分细则，并组织评估员和标准化患者/医生培训。实施阶段涉及开展形成性和总结性欧安组织。评估阶段涉及进行学生和教职员工的看法调查。

 结果

2015-2016 学年和 2016-2017 学年学生的 OSCE 总体分数分别为（中位数（四分位数间距））（71.6%, 32.2）和（60.0% (30.7)）和 (p < 0.0001)。涵盖“患者咨询和诊断”能力的站点学生平均表现得分较高（71.4%（95% CI：66.7-73.3）），涵盖“药物治疗监测”能力的站点学生平均表现得分较低（50.0%（95% CI：66.7-73.3）） ：33.3–66.7））。学生们认为涵盖“监测药物治疗”和“药物评估”的电台很困难。然而，工作人员认为与“患者咨询和诊断”能力相关的站是最容易的。学生们表示，欧安组织是一次积极的经历，因为它为他们提供了在安全的学习环境中练习现实生活场景的机会。

 结论

欧安组织帮助确定学生毕业前的能力水平以及课程中需要改进的领域。