Evidence map›Paper›PMID 38649947›Full record

ArticleBMC medical education2024

Entrustable professional activities-based objective structured clinical examinations in a pharmacy curriculum.

Soumana C Nasser, Roy Kanbar, Imad F Btaiche, Hanine Mansour, Reine Elkhoury, Carl Aoun, Lamis R Karaoui

Open access · goldAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
1.6field-weighted citation impact, top 17% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed, 3 citations in OpenAlex.

  1. Review
  2. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors at 1 institution in 1 country.

Soumana C Nasser *Pharmacy Practice Department, School of Pharmacy, Lebanese American University, Blat, P.O. Box 36, Byblos, Lebanon.ORCID http://orcid.org/0000-0003-4202-7116
Roy Kanbar *Pharmaceutical Sciences Department, School of Pharmacy, Lebanese American University, Blat, P.O. Box 36, Byblos, Lebanon.ORCID http://orcid.org/0000-0001-5450-6443
Imad F BtaichePharmacy Practice Department, School of Pharmacy, Lebanese American University, Blat, P.O. Box 36, Byblos, Lebanon.
Hanine MansourPharmacy Practice Department, School of Pharmacy, Lebanese American University, Blat, P.O. Box 36, Byblos, Lebanon.ORCID http://orcid.org/0000-0001-6383-0288
Reine ElkhourySchool of Pharmacy, Lebanese American University, Blat, P.O. Box 36, Byblos, Lebanon.ORCID http://orcid.org/0009-0004-4257-0789
Carl AounPharmacy Practice Department, School of Pharmacy, Lebanese American University, Blat, P.O. Box 36, Byblos, Lebanon.ORCID http://orcid.org/0000-0001-7249-7739
Lamis R KaraouiPharmacy Practice Department, School of Pharmacy, Lebanese American University, Blat, P.O. Box 36, Byblos, Lebanon. lamis.karaoui@lau.edu.lb.ORCID http://orcid.org/0000-0002-7857-7374
Lebanese American University · LB

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundThe integration of Objective Structured Clinical Examinations (OSCEs) within the professional pharmacy program, contributes to assessing the readiness of pharmacy students for Advanced Pharmacy Practice Experiences (APPEs) and real-world practice.

methodsIn a study conducted at an Accreditation Council for Pharmacy Education (ACPE)-accredited Doctor of Pharmacy professional degree program, 69 students in their second professional year (P2) were engaged in OSCEs. These comprised 3 stations: best possible medication history, patient education, and healthcare provider communication. These stations were aligned with Entrustable Professional Activities (EPAs) and Ability Statements (AS). The assessment aimed to evaluate pharmacy students' competencies in key areas such as ethical and legal behaviors, general communication skills, and interprofessional collaboration.

resultsThe formulation of the OSCE stations highlighted the importance of aligning the learning objectives of the different stations with EPAs and AS. The evaluation of students' ethical and legal behaviors, the interprofessional general communication, and collaboration showed average scores of 82.6%, 88.3%, 89.3%, respectively. Student performance on communication-related statements exceeded 80% in all 3 stations. A significant difference (p < 0.0001) was found between the scores of the observer and the SP evaluator in stations 1 and 2 while comparable results (p = 0.426) were shown between the observer and the HCP evaluator in station 3. Additionally, a discrepancy among the observers' assessments was detected across the 3 stations. The study shed light on challenges encountered during OSCEs implementation, including faculty involvement, resource constraints, and the necessity for consistent evaluation criteria.

conclusionsThis study highlights the importance of refining OSCEs to align with EPAs and AS, ensuring a reliable assessment of pharmacy students' clinical competencies and their preparedness for professional practice. It emphasizes the ongoing efforts needed to enhance the structure, content, and delivery of OSCEs in pharmacy education. The findings serve as a catalyst for addressing identified challenges and advancing the effectiveness of OSCEs in accurately evaluating students' clinical readiness.

Indexed as

Clinical CompetenceCurriculumEducational MeasurementEducation, PharmacyStudents, PharmacyCompetency-Based EducationHumansCompetency assessmentEntrustable professional activitiesObjective structured clinical examinationsPharmacy educationQuality educationSimulation

Identifiers

PMID38649947
PMCPMC11036754
OpenAlexW4394998118

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.