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Valdez, Connie A; Paulsen, Susan (2009)
Publisher: Co-Action Publishing
Journal: Medical Education Online
Languages: English
Types: Article
Subjects:

Classified by OpenAIRE into

ACM Ref: ComputingMilieux_COMPUTERSANDEDUCATION
Objectives: To (1) describe the development of a Video-based Clinical Examination (VCE) as a formal testing format to evaluate student ability to make an accurate pharmaceutical assessment and recommendation, and (2) determine student perception of the VCE testing format. Methods: Descriptive study of first-year pharmacy students. Results: One hundred and twenty-nine students were included in the study. Students perceived that the VCE testing format provided a real life/interactive environment but felt rushed as the video segments of the patient/pharmacist interaction occurred quickly. Implications: Based on the findings of this project, we will continue to pursue further research related to validity, reliability and application of VCEs. However, the University of Colorado will continue to incorporate VCEs in the performance based evaluations in the Professional Skills Development 1 course, as it appears to be an effective stepping-stone for first-year students to begin developing their active listening, higher level learning and problem-solving skills. Results of this project will be shared with the faculty and curriculum committee at the University of Colorado School of Pharmacy to encourage further use and research of VCEs in other courses. Keywords: Knowledge retention, clinical competency, performance-based examination, problembased examination
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • 1. Abate MA, Stamatakis MK, Haggett RR. Excellence in curriculum development and assessment. Am J Pharm Educ. 2003;67(3):Article 89.
    • 2. Gordon JA, Tancredi DN, Binder WD, Wilkerson
    • 3. Sloan DA, Donelly MB, Schwartz RW, Strodel WE. The Objective Structured Clinical Examination. The new gold standard for evaluating postgraduate clinical performance. Ann Surg. 1995;222(6):735- 42.
    • 4. Fielding DW, Page GG, Rogers WT, O'Byrne CC, Schulzer M, Moody KG, et al. Application of objective structured clinical examinations in an assessment of pharmacists' continuing competence. Am J Pharm Educ. 1997;61:117-25.
    • 5. Cusimano MD, Cohen R, Tucker W, Murnaghan J, Kodama R, Reznick R. A comparative analysis of the costs of administration of an OSCE (objective structured clinical examination). Acad Med. 1994;69:571-6.
    • 6. Carpenter JL. Cost analysis of objective structured clinical examinations. Acad Med. 1995;70:828-33.
    • 7. Jain SS, DeLisa JA, Nadler S, Kirshblum S, Banerjee SN, Eyles M, et al. One program's experience of OSCE vs. written board certification results: a pilot study. Am J Phys Med Rehabil. 2000;79:462-7.
    • 8. van der Vleuten CPM, Swanson DB. Assessment of clinical skills with standardized patients: state of the art. Teach Learn Med. 1990;2:58-76.
    • 9. Hodges B, Regehr G, Hanson M, McNaughton N. An objective structured clinical examination for evaluating psychiatric clinical clerks. Acad Med. 1997;72:715-21.
    • 10. Austin Z, O'Byrne C, Pugsley J, Quero Munoz L. Development and validation processes for an objective structured clinical examination (OSCE) for entry-to-practice certification in pharmacy: the Canadian experience. Am J Pharm Educ. 2003;67(3):Article 76.
    • 11. Bloom BS, editor. Taxonomy of educational objectives, the classification of educational goals - Handbook I: Cognitive domain. New York: McKay; 1956.
    • 12. Dupras DM, Li JT. Use of an objective structured clinical examination to determine clinical competence. Acad Med. 1995;70:1029-34 4.
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