{"title":"Pharmacy students' views and experiences regarding an online video-recorded objective structured clinical examination: A mixed-methods survey study.","authors":"Kieran Dalton, Kate Scannell, Aisling Kerr","doi":"10.1016/j.cptl.2025.102447","DOIUrl":null,"url":null,"abstract":"<p><strong>Introduction: </strong>Pharmacy students were given the opportunity to participate in an online video-recorded objective structured clinical examination (OSCE) with pharmacist feedback. This study aimed to evaluate their views and experiences regarding this initiative and reviewing the recording.</p><p><strong>Methods: </strong>Third year undergraduate pharmacy students (n = 68) were invited to participate in a formative video-recorded OSCE station online, followed by a one-to-one feedback discussion with a pharmacist facilitator. Participants were sent one questionnaire on the same day after the OSCE and another after receiving the video recording (seven days later). Closed-ended questions were analysed using descriptive statistics and open comments underwent conventional content analysis.</p><p><strong>Results: </strong>Twenty-three students participated: 20 responded to the first questionnaire and 15 responded to the second. Nearly all students enjoyed the OSCE experience (94 %), and 75 % agreed that knowing they were being recorded had no meaningful impact on their performance. All were satisfied with the feedback quality; 79 % agreed that reviewing the recording had a greater impact on them versus receiving the pharmacist feedback alone. Whilst some were uncomfortable watching the recording, students became more aware of their body language, and 93 % agreed both i) that watching the recording made them more self-aware of what skills required development, and ii) that they would watch the recording to help prepare for future OSCEs.</p><p><strong>Conclusion: </strong>This study has shown that video-recorded online OSCEs are beneficial and enjoyable for pharmacy students, and has underlined the added value of providing a recording to raise pharmacy students' self-awareness and improve their clinical skills.</p>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":" ","pages":"102447"},"PeriodicalIF":1.4000,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Currents in Pharmacy Teaching and Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1016/j.cptl.2025.102447","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
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Abstract
Introduction: Pharmacy students were given the opportunity to participate in an online video-recorded objective structured clinical examination (OSCE) with pharmacist feedback. This study aimed to evaluate their views and experiences regarding this initiative and reviewing the recording.
Methods: Third year undergraduate pharmacy students (n = 68) were invited to participate in a formative video-recorded OSCE station online, followed by a one-to-one feedback discussion with a pharmacist facilitator. Participants were sent one questionnaire on the same day after the OSCE and another after receiving the video recording (seven days later). Closed-ended questions were analysed using descriptive statistics and open comments underwent conventional content analysis.
Results: Twenty-three students participated: 20 responded to the first questionnaire and 15 responded to the second. Nearly all students enjoyed the OSCE experience (94 %), and 75 % agreed that knowing they were being recorded had no meaningful impact on their performance. All were satisfied with the feedback quality; 79 % agreed that reviewing the recording had a greater impact on them versus receiving the pharmacist feedback alone. Whilst some were uncomfortable watching the recording, students became more aware of their body language, and 93 % agreed both i) that watching the recording made them more self-aware of what skills required development, and ii) that they would watch the recording to help prepare for future OSCEs.
Conclusion: This study has shown that video-recorded online OSCEs are beneficial and enjoyable for pharmacy students, and has underlined the added value of providing a recording to raise pharmacy students' self-awareness and improve their clinical skills.
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