Lessons learned pivoting to a virtual OSCE: Pharmacy faculty and student perspectives

Rebecca L. Deville, Caitlin M. Fellers, Meredith L. Howard

Research output: Contribution to journalArticlepeer-review

Abstract

Background and purpose: In-person Objective Structured Clinical Examinations (OSCEs) are used as assessments in most pharmacy programs, however, reports of virtual OSCEs and skills assessments are limited. With a pivot to virtual OSCEs necessitated by the COVID-19 pandemic, it is important to consider core competencies assessed as well as logistics, technology, and other factors. Educational activity and setting: The virtual redesign of a Capstone OSCE for third professional year pharmacy students at the beginning of the COVID-19 pandemic. Findings: Core components of pivoting an in-person Capstone OSCE to virtual included an initial assessment of what was planned, what competencies were being assessed, and how this could be accomplished in the virtual realm. Key stakeholders such as students, testing and evaluation services, and faculty were included in the planning process. In addition to changes in OSCE delivery, grading processes and remediation were also modified. This Capstone OSCE merged virtual education and skills-based assessments together out of necessity and provides an example of flexibility and nimbleness in times of great change. Although further assessment is needed, processes used and lessons learned are helpful for future, intentional planning of virtual or partially virtual skills assessments.

Original languageEnglish
JournalCurrents in Pharmacy Teaching and Learning
DOIs
StateAccepted/In press - 2021

Keywords

  • Assessment
  • OSCE
  • Virtual

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