Abstract

Background and Objective: Objective Structured Clinical Examination (OSCE) has been used in many areas of healthcare training over the years. However, it constantly needs to be upgraded and enhanced due to technological and teaching changes. We aim at implementing an integrative OSCE method which employs informatics via the virtual patient within the pharmacy education curriculum at Taipei Medical University to enhance the pharmacy students’ competence for using and disseminating information and to also improve critical thinking and clinical reasoning. Methods: We propose an integrated pharmacy OSCE which uses standardized patients and virtual patients (DxR Clinician). To evaluate this method, we designed four simulated stations and pilot tested with 19 students in the first year of the Master in Clinical Pharmacy program. Three stations were simulated as the inpatient pharmacy: 1) History and lab data collection; 2) Prescription review; 3) Calling physician to discuss potential prescription problems. The fourth was simulated as the patient ward station to provide patient education. A satisfaction questionnaire was administered at the end of the study. Results: Students rated their ability of 2.84, 2.37, 2.37, and 3.63 of 5 for each of the four stations, with the second and third being the most difficult stations. The method obtained an average rating of 4.32 of 5 for relevance, 4.16 for improving clinical ability, 4.32 for practicality in future healthcare work, and 4.28 for willing to have another similar learning experience. Conclusion: The integration of Virtual Patient in this study reveals that this assessment method is efficient and practical in many aspects. Most importantly, it provides the test taker with a much closer real-life clinical encounter. Although it is in many ways more difficult, it also provides for better “learning from mistakes” opportunities for test-takers.

Original languageEnglish
Pages (from-to)147-152
Number of pages6
JournalComputer Methods and Programs in Biomedicine
Volume158
DOIs
Publication statusPublished - May 1 2018

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Students
Education
Aptitude
Prescriptions
Curricula
Learning
Pharmacy Education
Teaching
Pharmacy Students
Delivery of Health Care
Informatics
Patient Education
Curriculum
Mental Competency
Inpatients
History
Physicians

Keywords

  • Assessment
  • Informatics
  • Pharmacy OSCE
  • Standardized patient
  • Virtual patient

ASJC Scopus subject areas

  • Software
  • Computer Science Applications
  • Health Informatics

Cite this

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title = "Using modified information delivery to enhance the traditional pharmacy OSCE program at TMU – a pilot study",
abstract = "Background and Objective: Objective Structured Clinical Examination (OSCE) has been used in many areas of healthcare training over the years. However, it constantly needs to be upgraded and enhanced due to technological and teaching changes. We aim at implementing an integrative OSCE method which employs informatics via the virtual patient within the pharmacy education curriculum at Taipei Medical University to enhance the pharmacy students’ competence for using and disseminating information and to also improve critical thinking and clinical reasoning. Methods: We propose an integrated pharmacy OSCE which uses standardized patients and virtual patients (DxR Clinician). To evaluate this method, we designed four simulated stations and pilot tested with 19 students in the first year of the Master in Clinical Pharmacy program. Three stations were simulated as the inpatient pharmacy: 1) History and lab data collection; 2) Prescription review; 3) Calling physician to discuss potential prescription problems. The fourth was simulated as the patient ward station to provide patient education. A satisfaction questionnaire was administered at the end of the study. Results: Students rated their ability of 2.84, 2.37, 2.37, and 3.63 of 5 for each of the four stations, with the second and third being the most difficult stations. The method obtained an average rating of 4.32 of 5 for relevance, 4.16 for improving clinical ability, 4.32 for practicality in future healthcare work, and 4.28 for willing to have another similar learning experience. Conclusion: The integration of Virtual Patient in this study reveals that this assessment method is efficient and practical in many aspects. Most importantly, it provides the test taker with a much closer real-life clinical encounter. Although it is in many ways more difficult, it also provides for better “learning from mistakes” opportunities for test-takers.",
keywords = "Assessment, Informatics, Pharmacy OSCE, Standardized patient, Virtual patient",
author = "Lin, {Che Wei} and Chang, {Elizabeth H.} and Clinciu, {Daniel L.} and Peng, {Yun Ting} and Huang, {Wen Chen} and Wu, {Chien Chih} and Wu, {Jen Chieh} and Li, {Yu Chuan}",
year = "2018",
month = "5",
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doi = "10.1016/j.cmpb.2017.11.006",
language = "English",
volume = "158",
pages = "147--152",
journal = "Computer Methods and Programs in Biomedicine",
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T1 - Using modified information delivery to enhance the traditional pharmacy OSCE program at TMU – a pilot study

AU - Lin, Che Wei

AU - Chang, Elizabeth H.

AU - Clinciu, Daniel L.

AU - Peng, Yun Ting

AU - Huang, Wen Chen

AU - Wu, Chien Chih

AU - Wu, Jen Chieh

AU - Li, Yu Chuan

PY - 2018/5/1

Y1 - 2018/5/1

N2 - Background and Objective: Objective Structured Clinical Examination (OSCE) has been used in many areas of healthcare training over the years. However, it constantly needs to be upgraded and enhanced due to technological and teaching changes. We aim at implementing an integrative OSCE method which employs informatics via the virtual patient within the pharmacy education curriculum at Taipei Medical University to enhance the pharmacy students’ competence for using and disseminating information and to also improve critical thinking and clinical reasoning. Methods: We propose an integrated pharmacy OSCE which uses standardized patients and virtual patients (DxR Clinician). To evaluate this method, we designed four simulated stations and pilot tested with 19 students in the first year of the Master in Clinical Pharmacy program. Three stations were simulated as the inpatient pharmacy: 1) History and lab data collection; 2) Prescription review; 3) Calling physician to discuss potential prescription problems. The fourth was simulated as the patient ward station to provide patient education. A satisfaction questionnaire was administered at the end of the study. Results: Students rated their ability of 2.84, 2.37, 2.37, and 3.63 of 5 for each of the four stations, with the second and third being the most difficult stations. The method obtained an average rating of 4.32 of 5 for relevance, 4.16 for improving clinical ability, 4.32 for practicality in future healthcare work, and 4.28 for willing to have another similar learning experience. Conclusion: The integration of Virtual Patient in this study reveals that this assessment method is efficient and practical in many aspects. Most importantly, it provides the test taker with a much closer real-life clinical encounter. Although it is in many ways more difficult, it also provides for better “learning from mistakes” opportunities for test-takers.

AB - Background and Objective: Objective Structured Clinical Examination (OSCE) has been used in many areas of healthcare training over the years. However, it constantly needs to be upgraded and enhanced due to technological and teaching changes. We aim at implementing an integrative OSCE method which employs informatics via the virtual patient within the pharmacy education curriculum at Taipei Medical University to enhance the pharmacy students’ competence for using and disseminating information and to also improve critical thinking and clinical reasoning. Methods: We propose an integrated pharmacy OSCE which uses standardized patients and virtual patients (DxR Clinician). To evaluate this method, we designed four simulated stations and pilot tested with 19 students in the first year of the Master in Clinical Pharmacy program. Three stations were simulated as the inpatient pharmacy: 1) History and lab data collection; 2) Prescription review; 3) Calling physician to discuss potential prescription problems. The fourth was simulated as the patient ward station to provide patient education. A satisfaction questionnaire was administered at the end of the study. Results: Students rated their ability of 2.84, 2.37, 2.37, and 3.63 of 5 for each of the four stations, with the second and third being the most difficult stations. The method obtained an average rating of 4.32 of 5 for relevance, 4.16 for improving clinical ability, 4.32 for practicality in future healthcare work, and 4.28 for willing to have another similar learning experience. Conclusion: The integration of Virtual Patient in this study reveals that this assessment method is efficient and practical in many aspects. Most importantly, it provides the test taker with a much closer real-life clinical encounter. Although it is in many ways more difficult, it also provides for better “learning from mistakes” opportunities for test-takers.

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