An Objective Structured Clinical Examination to Assess Problem-Based Learning

作者：Salinitri Francine D^*; O' Connell Mary Beth; Garwood Candice L; Lehr Victoria Tutag; Abdallah Karina

来源：American Journal of Pharmaceutical Education, 2012, 76(3): 44.

DOI：10.5688/ajpe76344

• objective structured clinical examination
• problem-based learning
• pharmacy students
• assessment
• competency
• examination

Objectives. To compare pharmacy students%26apos; performance on an objective structured clinical examination (OSCE) to their performance on a written examination for the assessment of problem-based learning (PBL); and to determine students%26apos; and faculty members%26apos; perceptions of OSCEs for PBL evaluations. %26lt;br%26gt;Design. Four OSCEs were added to the written examination to assess 4 PBL cases in a third-year pharmacotherapy course. OSCE scores were compared to written examination scores. Faculty members evaluated student performance. %26lt;br%26gt;Assessment. OSCE performance did not correlate with the written-examination scores. Most students (%26gt;= 75%) agreed that OSCEs reflected their learning from PBL and measured knowledge, communication, and clinical skills. A majority of faculty members (%26gt;= 75%) agreed that OSCEs should be part of PBL assessment. %26lt;br%26gt;Conclusions. Addition of an OSCE to written examinations was valued and provided a more comprehensive assessment of the PBL experience.

• 出版日期2012