Impact of Competency-Based Skills Assessments on Student Performance, Stress, and Preparedness in an Advanced Pharmacy Practice Experience (APPE) Readiness Course.

Abstract

Objective: To determine the impact of competency-based sessions within a Doctor of Pharmacy (PharmD) curriculum by comparing student performance and perception of stress and preparedness during an Objective Structured Clinical Examination (OSCE).

Methods: An educational intervention was implemented for third professional year (P3) students at The Ohio State University College of Pharmacy in spring 2023. Students had the opportunity to demonstrate competency through four skills-based preliminary sessions prior to a final OSCE within an Advanced Pharmacy Practice Experience (APPE) readiness course. The difference in the average number of stations on the final OSCE with satisfactory performance was compared between cohorts before and after the intervention. For the post-intervention cohort, student perception on level of stress and preparedness was assessed through course survey data.

Results: The study analyzed results from 127 students in the pre-intervention cohort and 118 students in the post-intervention cohort. Following the educational intervention, there was a non-statistically significant decrease in the average number of final OSCE stations with satisfactory performance (mean [SD] of 3.31 [.78] vs 3.12 [.94]). Three of the four stations showed similar or improved performance between the cohorts, and one showed a decrease in performance. Most survey respondents noted an increase in perceived preparedness (n = 77, 93.9%) and decrease in stress (n = 66, 80.5%).

Conclusion: Despite a non-significant decrease in the average number of final OSCE stations with satisfactory performance, the students in the post-intervention cohort performed similarly on three of the four stations and felt less stressed and more prepared.