Patient safety is now a very strong focus of pharmacy degrees. Competency-based evaluations of pharmacy students using simulated assessments including Objective Structured Clinical Examinations (OSCEs) and Criterion Referenced Assessments (CRAs) are increasingly commonplace. These are designed to simulate aspects of real-life pharmacy practice in order to train students to integrate their knowledge of medicinal chemistry, pharmaceutics, therapeutics, legislation, clinical skills, numeracy, communication and empathy, and to test a student's ability to provide safe and effective patient care. This book provides a unique resource to support students and trainers in developing and practising these essential skills. It is designed as a useful resource for undergraduate students, clinical tutors and those involved in teaching students on pharmacy degree courses. Format OSCE outline Format (written/interactive) Level of difficulty Time limit Props supplied (e.g. BNF) Competencies tested Station task Model Answers and sample marking schemes Tips - Short chapter introductions about how to tackle the type of problems encountered in the chapter. - Station examples to test your ability to integrate knowledge and skills. - Stations written in detail so that you can practise and then check or score performance against model answers. - Examples of competency-based assessments designed to assess the level of integration between science and practice.

Pharmacy OSCEs is the only pharmacy-specific OSCE revision guide. With over 70 practice scenarios, this book will support you throughout your training and ensure your best performance on the day of the exam.

Objective structured clinical examinations/exercises (OSCEs) using standardized patients (SPs) are an efficient means of surveying a diverse range of ability at any point along the continuum of medical education. An OSCE station can address multiple competency assessments across undergraduate, graduate, and continuing medical education. Nevertheless, organizing and enacting OSCEs is a major undertaking and, as with most other educational projects, collaborating within and across specialties and disciplines only enriches the process. The production of an effective OSCE program requires strong leaders committed to the benefits of such assessments, as well as many individuals to plan, prepare, and implement the program. To address the need for general guidelines of best practice and consistent organizational stratagem, Objective Structured Clinicl Exams is a comprehensive how-to manual for OSCE implementation. It contains an overview of and criteria for best practice, a review of relevant literature, insight into the program’s influence throughout the healthcare system, and techniques for fine-tuning existing programs. Accompanying charts, graphs and sample forms are included to make this book the single resource for any educator interested in creating or improving a standardized patient program.

This detailed book by the most experienced authors in the field describes how to develop and implement the objective structured clinical examination (OSCE) for social work education. In addition to a wealth of practical material in the appendices, two videos produced especially for this book (accessible online) show the OSCE process step-by-step. Assessment of student competency is an essential part of social work education. Going beyond the traditional domains for assessing students -- the classroom and field practicums -- the authors offer a new approach that approximates authentic practice tasks: the objective structured clinical examination (OSCE) adapted for social work. Based on the work of two research teams and the extensive experience of the authors, this book provides all the resources necessary for programs to develop and implement the OSCE. In addition to a wealth of practical material in the appendices, two videos produced especially for this book (accessible online) show the OSCE process step-by-step.

This book compiles state-of-the art and science of health professions education into an international resource showcasing expertise in many and varied topics. It aligns profession-specific contributions with inter-professional offerings, and prompts readers to think deeply about their educational practices. The book explores the contemporary context of health professions education, its philosophical and theoretical underpinnings, whole of curriculum considerations, and its support of learning in clinical settings. In specific topics, it offers approaches to assessment, evidence-based educational methods, governance, quality improvement, scholarship and leadership in health professions education, and some forecasting of trends and practices. This book is an invaluable resource for students, educators, academics and anyone interested in health professions education.

Presents an exhaustive collection of objective structured clinical and practical examination (OSCE / OSPE) stations in physiology for learning and assessment.

This book examines the challenges of cross-professional comparisons and proposes new forms of performance assessment to be used in professions education. It addresses how complex issues are learned and assessed across and within different disciplines and professions in order to move the process of “performance assessment for learning” to the next level. In order to be better equipped to cope with increasing complexity, change and diversity in professional education and performance assessment, administrators and educators will engage in crucial systems thinking. The main question discussed by the book is how the required competence in the performance of students can be assessed during their professional education at both undergraduate and graduate levels. To answer this question, the book identifies unresolved issues and clarifies conceptual elements for performance assessment. It reviews the development of constructs that cross disciplines and professions such as critical thinking, clinical reasoning, and problem solving. It discusses what it means to instruct and assess students within their own domain of study and across various roles in multiple contexts, but also what it means to instruct and assess students across domains of study in order to judge integration and transfer of learning outcomes. Finally, the book examines what it takes for administrators and educators to develop competence in assessment, such as reliably judging student work in relation to criteria from multiple sources. "... the co-editors of this volume, Marcia Mentkowski and Paul F. Wimmers, are associated with two institutions whose characters are so intimately associated with the insight that assessment must be integrated with curriculum and instructional program if it is to become a powerful influence on the educational process ..." Lee Shulman, Stanford University