Online and Offline Learning Process - Students Satisfaction and OSCE Grades in Pharmacy Education

Sep 20, 2026

The study evaluates Indonesian pharmacy students’ perceptions and OSCE grades across online, hybrid, and offline learning methods. After a transition from largely online delivery during the COVID-19 period to a “new normal,” 212 students completed surveys and OSCE assessments were analyzed by mean scores. Results show higher satisfaction after offline practicum, with increased expectations across multiple parameters. OSCE grades differ by learning method, indicating individual and batch variation.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages7

Reading Time18 min

AccessFree to download

Introduction

Methods

Results

Conclusion

Online and Offline Learning Process: Students Satisfaction and OSCE Grades in Pharmacy Education Riastri, A., Werdyani, S., Istikharah, R., Indrati, O., Wibowo, A., Amin, A. Abstract Introduction: Indonesian pharmacists are required to pass a competence exam, consisting of computer-based tests and objective structured clinical examinations (OSCEs) prior to certification. Universitas Islam Indonesia's pharmacist program has integrated a practicum and OSCEs into the pharmacy science and industry subject. This study evaluated student perceptions and OSCE grades across online, hybrid, and offline learning methods, reflecting a shift from predominantly online learning during the COVID-19 pandemic to a new normal. Methods: A total of 212 students completed the online survey in different batches, consisting of online (75 students), hybrid (68 students), and offline (69 students) methods. Questionnaire forms were analyzed in satisfaction percentage. OSCE was analyzed based on the mean score. Statistical data were analyzed using SPSS 16. Results: The percentage of student satisfaction increased after offline learning intervention. Generally , all parameters of student's expectations showed an increase in “strongly agree” scores of each following method: practical timeliness (62 .32%), material suitability with the blueprint (69 .57%), clear practicum instruction (50 . 72%), practicum sufficient time (37 .68%), equipment and materials availability (63 .77%), literature availability (68 . 12%), and practicum method accuracy (72 .46%) . OSCE grades resulted in 61.20, 72.0, and 65.04 in online, hybrid, and offline learning. Conclusion: The offline practicum and OSCE were ideal learning for pharmacist students. However, the findings did reveal a correlation between the learning method and OSCE grades, suggesting variation capability in individuals and batches. Further research should explore the underlying factors contributing to variations in OSCE performance. Keywords: Education, OSCE, Offline learning, Online learning, Pharmacy science and industry | Introduction
In Indonesia, pharmacy education comprises two tiers: a four-year undergraduate program centered on knowledge-based learning and a subsequent one-year professional program focused on skills development and experiential learning, leading to pharmacist qualification (Mohamed et al. , 2021) . | | The Indonesian pharmacy curricula have evolved substantially in response to the implementation of rigorous national examinations. The integration of standardized patients holds the potential to influence the pharmacy profession, especially considering the current national emphasis on reform within pharmaceutical education (Monaghan et al. , 1995) . Students must now attain scores above the National Minimum Standard (NMS) in Computer-Based Tests (CBT) for theoretical knowledge and Objective Structured Clinical Examinations (OSCEs) for practical skills to qualify as pharmacists. Universitas Islam | | --- | --- | --- | | Department of Pharmacy, Universitas Islam Indonesia, Yogyakarta, 55584, Indonesia
Corresponding author: Azizah Amin
[Email:](Email: azizah.amin@uii.ac.id)[ ](Email: azizah.amin@uii.ac.id)[azizah.amin@uii.ac.id](Email: azizah.amin@uii.ac.id) | | | | | © SEAJME. This is an Open Access article distributed under the terms of the Creative Commons Attribution License ([http://creativecommons.org/licenses/by/4.0/](http://creativecommons.org/licenses/by/4.0/)), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited | | South-East Asian Journal of Medical Education Vol.19, no.1, 2025 Riastri, et al., 2025 Indonesia (UII) has aligned its curricula with these new standards, integrating CBT and OSCE formats into the evaluation of each course. OSCE is used for competence evaluation in health professions education worldwide (Awaisu et al. , 2010) . Initially developed in 1975 to

FAQs

What learning methods were compared in the study?

The study compared online, hybrid, and offline learning methods for pharmacy education, assessing both student perceptions and OSCE outcomes.

How many students participated, and how were satisfaction and OSCE scores analyzed?

A total of 212 students completed an online survey. Satisfaction was analyzed using satisfaction percentages, and OSCE performance was analyzed using mean scores with statistical analysis performed in SPSS 16.

What were the key findings related to satisfaction and OSCE grades?

Offline learning increased student satisfaction and improved several expectation parameters. OSCE grades varied across online, hybrid, and offline groups, supporting a relationship between learning method and OSCE performance.

Sep 20, 2026

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