Abstract
Background: Pharmacy technician education is typically at the pre-degree level and comprises instruction in scientific and clinical disciplines. The assessment of practical laboratory skills often utilises attainment-referenced methods, which are not always appropriate for vocationally-focused programmes. Methods: An objective structured practical examination (OSPE) was introduced to assess student competency in three key areas (accurate weighing, calibrating a pH meter and performing a dilution). Students were assessed using weighted criterion-based assessment criteria and an overall global performance rating, which allowed cut scores to be determined using a borderline regression method. Student opinions were collected using online questionnaires on a five-point Likert scale. Results: The move to OSPEs did not significantly alter the distribution of student results from previous years (mean ± SD, OSPE vs legacy: 77 ± 19% vs 73 ± 21%), suggesting that academic integrity was maintained. There was a high level of consistency in Likert score responses (Cronbach’s α = 0.823), with students clearly favouring the OSPE approach. Conclusion: The move to an OSPE-based assessment was successful and provided a basis for the development of similar assessment strategies in the pharmacy technician programme.
Original language | English |
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Pages (from-to) | 533-538 |
Number of pages | 6 |
Journal | Pharmacy Education |
Volume | 23 |
Issue number | 1 |
DOIs | |
Publication status | Published (in print/issue) - 16 Sept 2023 |
Bibliographical note
Publisher Copyright:© 2023 FIP.
Keywords
- Assessment
- Borderline regression model
- Laboratory skill
- Observation