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[http://www.japsonline.com](http://www.japsonline.com)  \nDOI: 10.7324/JAPS.2018.8915 ISSN 2231-3354   \nStudents’ first experience with Objective Structured Clinical Examination in a pharmacy school in Indonesia  \nSusi Ari Kristina1*, Nuvi Gustriawanto2, M. Rifqi Rokhman1, Hardika Aditama1, Ika Puspita Sari3 1Department of Pharmaceutics, Faculty of Pharmacy, Universitas Gadjah Mada, Yogyakarta, Indonesia.  \n2Research Assistant of Department of Pharmaceutics, Faculty of Pharmacy, Universitas Gadjah Mada, Yogyakarta, Indonesia.  \n3Department of Pharmacology and Clinical Pharmacy, Faculty of Pharmacy, Universitas Gadjah Mada, Yogyakarta, Indonesia.  \n\n| ARTICLE INFO |\n| --- |\n| Article history:\u003Cbr>Received on: 19/02/2018\u003Cbr>Accepted on: 15/05/2018\u003Cbr>Available online: 30/09/2018 |\n\nKey words:  \nobjective standardized clinical examination (OSCE), pharmaceutical care, pharmacy students, assessment, Indonesia.  \nABSTRACT  \nObjectives: The study objective was to determine the effectiveness of the introduction of OSCE and pharmacy students perception regarding OSCE implementation. Methods: A 7-station OSCE was developed and implemented in the 2015-2016 academic year as part of compulsory pharmacy course. The case competencies examined include pharmaceutical skill practices covered clinical skills, compounding skills, and management skills incorporated into communication aspect. A questionnaire containing items on student perception and acceptance on OSCE implementation was administered after all students completed the OSCE. Results: About 224 and 198 students have completed the evaluation of the OSCE as part of their required courses. Class of 2016 performed better than 2015 counterpart in almost stations. The performance on the drug monitoring station across all classes was relatively poor (55% and 69% passed) . Students agreed that the OSCE scenario was relevant with real practice, a high degree of learning gained, and high fairness of assessment, consistency performance of simulated patients, yet the level of difficulty associated with performing tasks is very high, and the students felt that the 10 minutes allocated for completing each task was inadequate. Conclusion: Objective structured clinical examinations can be implemented routinely for assessment of students’ clinical skills.  \nINTRODUCTION  \nHealthcare professionals are supposed to point good clinical skills to provide effective pharmaceutical care (Mitchell et al., 2012) . Pharmacists are expected to implement patient care plans that require advance clinical, problem solving, and communication skills (Tindall et al., 1994; Boyce, 2017) .  \nThe Indonesian Pharmacists Association (IPA) provides curricular guidance on the knowledge, skills, and attitudes necessary for entry-level graduates called Indonesian Pharmacist Competencies. Domains of competencies focus on pharmaceutical basic knowledge used to evaluate scientific evidence literature, essentials skills for patient-centered practice, conduct patient education and health promotion, having leadership  \n*Corresponding Author  \nSusi Ari Kristina, Department of Pharmaceutics, Faculty of Pharmacy, Universitas Gadjah Mada, Yogyakarta, Indonesia.  \nE-mail: [susiari_k @ ugm.ac.id](susiari_k @ ugm.ac.id)  \nand management skills, and ability to perform professionally (Indonesian Pharmacists Association, 2016) . Pharmacy schools should prepare students to pass licensure examination and provide merit clinical services to patients. Association of Indonesian Pharmacy Higher Education (AIPHE) encourages the development of critical thinking and problem-solving skills through activelearning strategies (Association of Indonesian Pharmacy Higher Education (AIPHE), 2013) . It notes the use of clinical cases on pharmacy practice experience.  \nObjective Structured Clinical Examination (OSCE) was defined as a standardized examination of asses","cbCaisPKQZhvMOX3","https://ap.wps.com/l/cbCaisPKQZhvMOX3","pdf",310629,"English","# Article Info\n## Article history\n# Abstract\n# Introduction","[{\"question\":\"What was the objective of the study?\",\"answer\":\"The study aimed to determine the effectiveness of introducing OSCE and to assess pharmacy students’ perceptions regarding OSCE implementation.\"},{\"question\":\"How was the OSCE structured in the pharmacy course?\",\"answer\":\"A 7-station OSCE was developed and implemented during the 2015–2016 academic year as part of a compulsory pharmacy course.\"},{\"question\":\"What did students think about the OSCE?\",\"answer\":\"Students agreed the OSCE scenarios were relevant to real practice and reported high learning gained and fairness in assessment, while also stating that tasks were very difficult and the 10-minute time per station was inadequate.\"}]","Students’ first experience with Objective Structured Clinical Examination in a pharmacy school in Indonesia | PDF",1789925798]