Design, implementation, and validation of an OSCE to assess clinical competencies in pharmacy students in Iran; A cross-sectional study

Abstract

Objective

This study aimed to develop and evaluate professional performance tools, specifically the Objective Structured Clinical Examination (OSCE), for pharmacy students at Shahid Beheshti University of Medical Sciences.

Methods

In this cross-sectional study, data were collected from 92 final-year pharmacy students through a 9-station OSCE. Each station was designed based on validated checklists and scenarios developed by a panel of pharmacy education experts. Trained examiners and standardized patients assessed the students' performance, and data were recorded using structured evaluation forms during the two-day OSCE. Statistical analyses included regression analysis, correlation coefficients, and reliability testing to evaluate the OSCE results.

Results

A total of 92 pharmacy students participated in the OSCE, achieving passing rates ranging from 70.5 % to 100 % across stations. Acceptance quorum scores for each station were determined using border regression analysis, with values ranging from 79.76 to 140.77. The overall Pearson correlation coefficient between OSCE total scores and written test scores was 0.301. Internal consistency across the 9 stations was confirmed, with Cronbach's alpha exceeding 0.7 in most stations.

Conclusion

The design, implementation, and validation of the OSCE exam as a professional performance tool for pharmacy students in Iran demonstrated its effectiveness in assessing key clinical competencies. The OSCE showed strong reliability and validity, particularly in measuring the clinical and communication skills required for pharmacy practice. The findings underscore the importance of adapting standardized assessment methods, such as the OSCE, in resource-limited settings to enhance the quality of pharmacy education and better prepare students for the evolving demands of professional practice.