Reflective metacognition and objective structured clinical examination performance in introductory pharmacy practice experiences

Amulya Tatachar, Sara Wettergreen, Shara Summers

Research output: Contribution to journalArticlepeer-review

4 Scopus citations


Background and purpose: Objective structured clinical examinations (OSCEs) allow for holistic evaluation of clinical competence, but integration of reflective practices on OSCE performance has not been well-studied. Educational activity and setting: To develop metacognitive skills, second-year pharmacy students completed a self-reflection assignment on a mock medication therapy management OSCE in an introductory pharmacy practice experience course. Students who completed the course during the prior year (no self-reflection assignment) served as the control. The study assessed the correlation of students' reflections of their OCSE abilities to OSCE performance and evaluated if student demographics influenced the correlation. Findings: There were 107 students in the control group and 95 students in the intervention group. A higher proportion of students passed the overall OSCE in the control group (67.4%) compared to the intervention group (58.9%), but this was not statistically significant. Neither gender, age, nor Pharmacy College Admissions Test score had an effect on OSCE pass rates. Grade point average did have a significant effect on OSCE pass rates (P = .019). Overall, no statistically significant association was seen in summative OSCE performance between students who used structured, guided questions to reflect on their formative OSCE performance and those who did not (P > .05). Despite this study's results, faculty continue to embrace the concept of reflective practice. Further research is needed to assess the value and role of reflective practice in pharmacy education.

Original languageEnglish
Pages (from-to)1208-1214
Number of pages7
JournalCurrents in Pharmacy Teaching and Learning
Issue number10
StatePublished - Oct 2020


  • Metacognition
  • Objective structured clinical examination
  • Reflection


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