The implementation and development of an objective structured clinical examination in the community pharmacy course of a select Gulf-region academic institution (Ras Al Khaimah College of Pharmaceutical Sciences): a pilot study

References

• Adcock, H. (2001). Why the four-year MPharm is a success. Pharmaceutical Journal, 267, 115–116.
   Google Scholar
• Ananthakrishnan, N. (1993). Objective structured clinical/practical examination (OSCE/OSPE). Journal of Postgraduate Medicine, 39, 82–84.
   PubMedGoogle Scholar
• Austin, Z., O’Byrne, C., Pugsley, J., & Munoz, L. (2003). Development and validation processes for an objective structured clinical examination (OSCE) for entry-to-practice certification in pharmacy: The Canadian experience. American Journal of Pharmaceutical Education, 67, Article 76.
   Web of Science ®Google Scholar
• Awaisu, A., Abd Rahman, N. S., Haniki Nik, M., Siti Halimah, R. B., & Nazar, I. M. (2010). Malaysian pharmacy students’ assessment of an objective structured clinical examination (OSCE). American Journal of Pharmaceutical Education, 74, Article 34.
   Web of Science ®Google Scholar
• Awaisu, A., & Mohamed, M. H. N. (2010). Advances in pharmaceutical education an experience with the development and implementation of an objective structured clinical examination (OSCE) in an undergraduate pharmacy program. Pharmacy Education, 1, 32–38.
   Google Scholar
• Beti, W. E., Guillaume, A., Andrzej, J. K., Kelly, A. L., & Soraya, D. (2011). Development and design of objective structured clinical examinations (OSCE) in undergraduate pharmacy education in a new school of pharmacy in England. Currents in Pharmacy Teaching and Learning, 3, 216–223.
   Google Scholar
• Chumley, H. S. (2008). What does an OSCE checklist measure? Family Medicine, 40, 589–591.
   PubMed Web of Science ®Google Scholar
• Corbo, M., Patel, J. P., Abdel Tawab, R., & Davies, J. G. (2006). Evaluating clinical skills of undergraduate pharmacy students using objective structured clinical examinations (OSCEs). Pharmacy Education, 6, 53–58.10.1080/15602210500528372
   Google Scholar
• Crossley, J., Humphris, G., & Jolly, B. (2002). Assessing health professionals. Medical Education, 36, 800–804.10.1046/j.1365-2923.2002.01294.x
   PubMed Web of Science ®Google Scholar
• Deborah, A. S. (2010). Objective structured clinical examinations in doctor of pharmacy programs in the United States. American Journal of Pharmaceutical Education, 74, Article 148.
   Web of Science ®Google Scholar
• Downing, S. M. (2003). Validity: On the meaningful interpretation of assessment data. Medical Education, 37, 830–837.10.1046/j.1365-2923.2003.01594.x
   PubMed Web of Science ®Google Scholar
• Eva, K. W., Neville, A. J., & Norman, G. R. (1998). Exploring the etiology of content specificity: Factors influencing analogic transfer and problem solving. Academic Medicine, 73(10 Suppl.), S1–S5.10.1097/00001888-199810000-00028
   PubMed Web of Science ®Google Scholar
• Gardner, S. F., Stowe, C. D., & Hopkins, D. D. (2001). Comparison of traditional testing methods and standardized patient examinations for therapeutics. American Journal of Pharmaceutical Education, 65, 236–240.
   Web of Science ®Google Scholar
• Harden, R. M., & Gleeson, F. A. (1979). Assessment of clinical competence using objective structured clinical examination (OSCE). Medical Education, 13, 41–54.
   PubMed Web of Science ®Google Scholar
• Martin, I. G., & Jolly, B. (2002). Predictive validity and estimated cut score of an objective structured clinical examination (OSCE) used as an assessment of clinical skills at the end of the first clinical year. Medical Education, 36, 418–425.10.1046/j.1365-2923.2002.01207.x
   PubMed Web of Science ®Google Scholar
• Miller, G. E. (1990). The assessment of clinical skills/competence/performance. Academic Medicine, 65, s63–s67.10.1097/00001888-199009000-00045
   PubMed Web of Science ®Google Scholar
• Muhannad, S., Mohd, B. B., Syed, S. S., Azmi, S., Sarmed, N. Y., & Yelly, O. S. (2010). Pharmacy student perceptions and feedback on the modified objective structured clinical examination. Pharmacy Education, 2, 165–172.
   Google Scholar
• Nayar, U., Malik, S. L., & Bijlani, R. L. (1986). Objective structured practical examination: A new concept in assessment of laboratory exercise in preclinical sciences. Medical Education, 20, 204–209.10.1111/medu.1986.20.issue-3
   PubMed Web of Science ®Google Scholar
• Newble, D. (2004). Techniques for measuring clinical competence: Objective structured clinical examinations. Medical Education, 38, 199–203.10.1111/med.2004.38.issue-2
   PubMed Web of Science ®Google Scholar
• Newble, D., Dawson, B., Dauphinee, D., Page, G., Macdonald, M., Swanson, D., … van der Vleuten, C. (1994). Guidelines for assessing clinical competence. Teaching and Learning in Medicine, 6, 213–220.10.1080/10401339409539680
   Google Scholar
• Rutter, P. M. (2001). The introduction of observed structured clinical examinations (OSCEs) to the M.Pharm degree pathway. Pharmacy Education, 1, 173–180.10.1080/15602210210345
   Google Scholar
• Stewart, B. K., & Laura, K. (2011). Objective structured clinical examinations (OSCEs) compared with traditional assessment methods. American Journal of Pharmaceutical Education, 75, Article 111.
   Web of Science ®Google Scholar
• Weems, G. H., & Onwuegbuzie, A. J. (2001). The impact of midpoint responses and reverse coding on survey data. Measurement and Evaluation in Counseling and Development, 34, 166–176.
   Web of Science ®Google Scholar