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The project delivered an eight-station OSCE for final-year Master of Pharmacy (MPharm) and Overseas Pharmacists’ Assessment Programme (OSPAP) learners using a blended set of synchronous and asynchronous Blackboard-based formats. Extensive preparation, station practice, staff communication protocols, standby support, and matched station versions supported assessment integrity. Outcomes showed 99.4% pass for MPharm and 100% for OSPAP with minimal technical issues, no complaints, and on-time sessions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/high-stakes-online-osces-in-a-pandemic-poster/317251/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/high-stakes-online-osces-in-a-pandemic-poster/317251.png","ImageObject",300,407,{"name":92,"@type":93},"Paura","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23","2026-09-20",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why was an online OSCE format needed at Aston University?","Question",{"text":112,"@type":113},"Live face-to-face assessments were impacted by COVID-19, requiring an alternative online format to ensure students possessed core competencies for pharmacy training entry.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the eight-station online OSCE structured?",{"text":117,"@type":113},"The OSCE used multiple delivery methods and platforms: three synchronous oral interactive stations via Blackboard Collaborate, plus one asynchronous interactive station and four asynchronous independent tasks delivered as Blackboard tests.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the results and overall pass rates?",{"text":121,"@type":113},"A total of 158 MPharm and 19 OSPAP students completed the OSCEs by week 28, achieving pass rates of 99.4% for MPharm and 100% for OSPAP, with no complaints and sessions running on time.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},317251,1790113514,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":8,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":81},13056712833777,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","HIGH STAKES ONLINE OSCES IN A PANDEMIC  \nNatalie Lewis, Mark Brennan, Gagan Degun, Emma Smith, Sima Hassan Aston University, Birmingham, UK  \nBackground:  \nObjective Structured Clinical Examinations (OSCEs) are utilised at Aston University to ensure students possess the core competencies to enter into foundation pharmacy training. Traditionally live face-to-face assessments, an alternative online format was required due to the impact of COVID-19 .  \nObjective/Aim:  \nThe aim was to run an eight station OSCE online for final year Master of Pharmacy (MPharm) and Overseas Pharmacists’ Assessment Programme (OSPAP) students.  \nDesign:  \nMultiple delivery methods and platforms were trailed by staff and volunteer students before a team led the design stages blueprinting, approving and standard setting of eight 10minute OSCE stations:  \n- three oral synchronous interactive using Blackboard Collaborate  \n- one asynchronous interactive and four asynchronous independent tasks delivered as Blackboard tests.  \nLearning from a previous study (Kakadia et al. 2020), staff were given preparation in a practice environment, multiple streams were used to reduce student traffic in the live assessment, clear lines of staff communication were signposted and additional staff were on standby. Additional time was built into the design to allow for flexibility. Students were orientated with practice stations employing the same format and given required resources in advance. Multiple matched  \nversions of stations were written to ensure assessment integrity.  \nResults:  \nMPharm students undertook an exemption assessment and were eligible for two further attempts, the results can be seen in Table 1 (right) .  \nOnly two students had technical issues that resulted in their attempt being deferred to week 26. Other technical issues did not affect the assessment outcome for the students. Overall, 158 MPharm and 19 OSPAP students completed the OSCEs by week 28 with pass rates of 99.4% and 100% respectively. No complaints were received from staff or students, and all sittings ran to time. Initial positive comments from staff and students highlighted: clarity of instruction, preparation provided and general organisation.  \nDiscussion:  \nExtensive planning and preparation with staff and students ensured  \nsmooth delivery of OSCEs with minimal technical issues. This format will be considered as part of a blended approach moving forwards due to the efficacy and acceptability to both staff and students.  \nReferences:  \nKakadia, R, Chen, E, Ohyama, H. Implementing an online OSCE during the COVID‐19 pandemic. J Dent Educ. 2020; 1– 3. [https://doi.org/10.1002/jdd.12323](https://doi.org/10.1002/jdd.12323)","cbCaifoEyv5TlsR7","https://ap.wps.com/l/cbCaifoEyv5TlsR7","pdf",721714,"English","# Background\n# Objective/Aim\n# Design\n# Results\n# Discussion\n# References","[{\"question\":\"Why was an online OSCE format needed at Aston University?\",\"answer\":\"Live face-to-face assessments were impacted by COVID-19, requiring an alternative online format to ensure students possessed core competencies for pharmacy training entry.\"},{\"question\":\"How was the eight-station online OSCE structured?\",\"answer\":\"The OSCE used multiple delivery methods and platforms: three synchronous oral interactive stations via Blackboard Collaborate, plus one asynchronous interactive station and four asynchronous independent tasks delivered as Blackboard tests.\"},{\"question\":\"What were the results and overall pass rates?\",\"answer\":\"A total of 158 MPharm and 19 OSPAP students completed the OSCEs by week 28, achieving pass rates of 99.4% for MPharm and 100% for OSPAP, with no complaints and sessions running on time.\"}]","HIGH STAKES ONLINE OSCES IN A PANDEMIC - Poster | PDF",1789930757]