Pharmacy OSCEs: A revision guide

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Krska J, Cromarty J, Arris F, Jamieson D, Hansford D. Providing pharmaceutical care using a systematic approach. The Pharmaceutical Journal. 2000;265:656 – 660. Part I (MCQ)– You must indicate on your application in which language you wish to take the exam and are then required to complete the exam in that language. Nocturnal penile tumescence testing (NPT): used to distinguish between organic vs. psychogenic ED. The patient wears the NPT device overnight, measuring number, tumescence and rigidity of erections. As a performance based assessment tool for testing the minimum accepted standards of students or trainees as barrier (exit) examinations during the undergraduate years in most of the medical schools.

Martin RD, Ngo N, Silva H, Coyle WR. An objective structured clinical examination to assess competency acquired during an introductory pharmacy practice experience. Am J Pharm Educ. 2020;84(4):7625. For schedule 2 or 3 controlled drugs you must include the actual quantity of medication you would like supplied in words and figures (e.g. SEVEN (7) tablets). Summary Explore the patient’s social context to clarify if they have any support at home who could assist with the administration of specific medications if the patient is unable to do this. OSCEs or Objective Structured Clinical Exams are the ‘practical’ exam of medical school. It aims to prepare you for the clinical and communication aspects of becoming a doctor. They can seem really difficult and stressful, but with enough practice, you are likely to score well. I hope these tips are helpful and make you feel a little less worried!Okay, so we’ve discussed your medication which included [two inhalers, your medication for anxiety, pain, diabetes, epilepsy and the vitamins you buy over the counter]. The plan is to reduce your diazepam by one tablet each day and I’m going to call you in two weeks to see how you feel that is going and then review everything else again at your usual review appointment with the GP surgery.” The patient is the most valuable source of information in relation to their medication – they’re the ones who ultimately take them. However, if possible, you should try and obtain a collateral history from another source to confirm the patient’s doses. De Boer MK, Castelein S, Wiersma D, Schoevers RA, Knegtering H. The facts about sexual (dys)function in schizophrenia: An overview of clinically relevant findings. Schizophr Bull. 2015;41(3):674–86. Always begin and end a station with washing your hands! Not only is it just good clinical practice, this gives you vital and easy marks. interacting with a “Standardized Patient” or “Standardized Client” or “Standardized Health Professional” to resolve a drug therapy problem or ethical dilemma

Past medical history: previous sexual dysfunction, cardiovascular disease and previous pelvic surgery. An OSCE usually comprises a circuit of short (the usual is 5–10 minutes although some use up to 15 minute) stations, in which each candidate is examined on a one-to-one basis with one or two impartial examiner(s) and either real or simulated (actors or electronic patient simulators) patients. Each station has a different examiner, as opposed to the traditional method of clinical examinations where a candidate would be assigned to an examiner for the entire examination. Candidates rotate through the stations, completing all the stations on their circuit. In this way, all candidates take the same stations. It is considered to be an improvement over traditional examination methods because the stations can be standardised enabling fairer peer comparison and complex procedures can be assessed without endangering patients health.

To develop OSCE cases related to each OSCE competency domain, we identified case objectives and explored possible case scenarios related to each OSCE topic based on the textbooks of IPPE and pharmacotherapy used in 37 colleges of pharmacy in Korea [ 25, 26] and ideation by the researchers. Subsequently, we finalized the simulated case scenarios and assessment criteria for the clinical performance and communication skills of the students within the given time constraints (i.e., 10 min for each case) through review by external experts qualified for the education of clinical pharmacy and pharmacy practice. They reviewed the OSCE cases and competency criteria to achieve a consensus by the Delphi method [ 27]. The case scenarios consisted of the title, interactive/non-interactive, purpose of the OSCE, time, materials, instructions for students and questions, instructions for standardized patients/physicians, and instructions for assessors (i.e., answer and assessment criteria). The instructions for standardized patients/physicians contained a specific script with an information guide on the reactions of standardized actors to students’ responses. Development of an assessment criteria along with a scoring rubric, helped evaluate clinical performance skills of pharmacy students, such as critical thinking, patient-centered problem solving, overall attitude and behavior, and provision of correct information, as well as their communication skills, according to each OSCE topic [ 6, 7, 8, 25, 28]. Setting and subjects Gülpinar Ö, Haliloǧlu AH, Abdulmajed MI, Boǧa MS, Yaman Ö. Help-seeking interval in erectile dysfunction: Analysis of attitudes, beliefs, and factors affecting treatment-seeking interval in Turkish men with previously untreated erectile dysfunction. J Androl. 2012;33(4):624–8. The Pharmacy Examining Board of Canada. Pharmacist qualifying examination. https://pebc.