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The influence of OSPE and PBL on competency-based pharmacy student self-assessment
BACKGROUND: In addition to vocational education and experience, the pharmaceutical profession’s proper pursuit requires acquiring and continuously improving professional competencies. In recent years, the need has been increasingly highlighted for developing a medical education system based on helpi...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8933901/ https://www.ncbi.nlm.nih.gov/pubmed/35303864 http://dx.doi.org/10.1186/s12909-022-03246-5 |
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author | Dymek, Justyna Kowalski, Tomasz Mateusz Golda, Anna Nowakowski, Michal Skowron, Agnieszka |
author_facet | Dymek, Justyna Kowalski, Tomasz Mateusz Golda, Anna Nowakowski, Michal Skowron, Agnieszka |
author_sort | Dymek, Justyna |
collection | PubMed |
description | BACKGROUND: In addition to vocational education and experience, the pharmaceutical profession’s proper pursuit requires acquiring and continuously improving professional competencies. In recent years, the need has been increasingly highlighted for developing a medical education system based on helping students develop their competencies. It is necessary to adapt the tools and methods for assessing competencies during formal education. It will enable students to know the directions of further personal or professional development. OBJECTIVE: The study aimed to compare pharmacy students’ self-assessment outcomes before and after the Objective Structured Practical Examination (OSPE), which finished the Pharmaceutical Care course (PCc). The study’s purpose was also to compare the outcomes of the self-assessment of competencies between the students of two academic years for whom classes on the PCc were provided by different methods. METHODS: The study was conducted over two academic years (2018/2019 and 2019/2020) among 5th-year students enrolled at the Faculty of Pharmacy of the Jagiellonian University Medical College (JUMC) at the end of the Pharmaceutical Care course. Different teaching methods were used in the delivery of the course in these academic years. The students self-assessed their competencies using a questionnaire consisting of a list of personal and patient care competencies. The students completed the questionnaire before and after the OSPE, which followed the completion of the PCc. RESULTS: Students’ professional competencies as self-assessed after the exam were higher than those assessed before the exam. Differences were observed in both personal and patient care competencies. Students taking the course in the 2019/2020 academic year set their pre-OSPE competencies higher than students taking the PCc in 2018/2019. CONCLUSION: The self-assessment scores increased for most competencies included in the study following the OSPE. This may suggest that taking part in the exam, involvement in patient’s case simulations, and self-assessment of performance at individual stages of the exam contributed to increased subjective assessment of professional competencies. |
format | Online Article Text |
id | pubmed-8933901 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-89339012022-03-23 The influence of OSPE and PBL on competency-based pharmacy student self-assessment Dymek, Justyna Kowalski, Tomasz Mateusz Golda, Anna Nowakowski, Michal Skowron, Agnieszka BMC Med Educ Research BACKGROUND: In addition to vocational education and experience, the pharmaceutical profession’s proper pursuit requires acquiring and continuously improving professional competencies. In recent years, the need has been increasingly highlighted for developing a medical education system based on helping students develop their competencies. It is necessary to adapt the tools and methods for assessing competencies during formal education. It will enable students to know the directions of further personal or professional development. OBJECTIVE: The study aimed to compare pharmacy students’ self-assessment outcomes before and after the Objective Structured Practical Examination (OSPE), which finished the Pharmaceutical Care course (PCc). The study’s purpose was also to compare the outcomes of the self-assessment of competencies between the students of two academic years for whom classes on the PCc were provided by different methods. METHODS: The study was conducted over two academic years (2018/2019 and 2019/2020) among 5th-year students enrolled at the Faculty of Pharmacy of the Jagiellonian University Medical College (JUMC) at the end of the Pharmaceutical Care course. Different teaching methods were used in the delivery of the course in these academic years. The students self-assessed their competencies using a questionnaire consisting of a list of personal and patient care competencies. The students completed the questionnaire before and after the OSPE, which followed the completion of the PCc. RESULTS: Students’ professional competencies as self-assessed after the exam were higher than those assessed before the exam. Differences were observed in both personal and patient care competencies. Students taking the course in the 2019/2020 academic year set their pre-OSPE competencies higher than students taking the PCc in 2018/2019. CONCLUSION: The self-assessment scores increased for most competencies included in the study following the OSPE. This may suggest that taking part in the exam, involvement in patient’s case simulations, and self-assessment of performance at individual stages of the exam contributed to increased subjective assessment of professional competencies. BioMed Central 2022-03-18 /pmc/articles/PMC8933901/ /pubmed/35303864 http://dx.doi.org/10.1186/s12909-022-03246-5 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data. |
spellingShingle | Research Dymek, Justyna Kowalski, Tomasz Mateusz Golda, Anna Nowakowski, Michal Skowron, Agnieszka The influence of OSPE and PBL on competency-based pharmacy student self-assessment |
title | The influence of OSPE and PBL on competency-based pharmacy student self-assessment |
title_full | The influence of OSPE and PBL on competency-based pharmacy student self-assessment |
title_fullStr | The influence of OSPE and PBL on competency-based pharmacy student self-assessment |
title_full_unstemmed | The influence of OSPE and PBL on competency-based pharmacy student self-assessment |
title_short | The influence of OSPE and PBL on competency-based pharmacy student self-assessment |
title_sort | influence of ospe and pbl on competency-based pharmacy student self-assessment |
topic | Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8933901/ https://www.ncbi.nlm.nih.gov/pubmed/35303864 http://dx.doi.org/10.1186/s12909-022-03246-5 |
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