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  1. Abubakar U, Muhammad HT, Sulaiman SAS, Ramatillah DL, Amir O
    Curr Pharm Teach Learn, 2020 03;12(3):265-273.
    PMID: 32273061 DOI: 10.1016/j.cptl.2019.12.002
    BACKGROUND AND PURPOSE: Training pharmacy students in infectious diseases (ID) is important to enable them to participate in antibiotic stewardship programs. This study evaluated knowledge and self-confidence regarding antibiotic resistance, appropriate antibiotic therapy, and antibiotic stewardship among final year pharmacy undergraduate students.

    METHODS: A cross-sectional electronic survey was conducted at universities in Indonesia, Malaysia, and Pakistan. A 59-item survey was administered between October 2017 and December 2017.

    FINDINGS: The survey was completed by 211 students (response rate 77.8%). The mean knowledge score for antibiotic resistance, appropriate antibiotic therapy, and antibiotic stewardship was 5.6 ± 1.5, 4.7 ± 1.8 (maximum scores 10.0) and 3.1 ± 1.4 (maximum score 5.0), respectively. Significant variations were noted among the schools. There was poor awareness about the consequences of antibiotic resistance and cases with no need for an antibiotic. The knowledge of antibiotic resistance was higher among male respondents (6.1 vs. 5.4) and those who had attended antibiotic resistance (5.7 vs. 5.2) and antibiotic therapy (5.8 vs. 4.9) courses (p 

  2. Syed M Haq AH, Md Yusof FA, Chan PL, Chok MCF, Phua GSY, Teoh CJ, et al.
    Curr Pharm Teach Learn, 2018 07;10(7):854-874.
    PMID: 30236423 DOI: 10.1016/j.cptl.2018.04.005
    BACKGROUND: The pharmacy internship program is designed to provide comprehensive training for interns to perform various roles in pharmacy practice. In Malaysia, the current internship program has been in place since 2004 in public health facilities, but has never been extensively evaluated.

    AIM: To assess the level of job satisfaction and perception of Provisionally Registered Pharmacists (PRP) towards the internship training provided.

    METHODS: A cross-sectional nationwide survey was conducted amongst all PRPs undergoing training between December 2015 and February 2016 to assess their level of job satisfaction and perception towards the training requirements stipulated by the Pharmacy Board of Malaysia.

    RESULTS: A total of 733 PRPs participated in the survey and the response rate was 95.8%. On the basis of the response received, 92.5% (n = 678) felt that the one year training period was 'just nice', 30.5% (n = 223) felt that the logbooks were 'too complicated', and 33.2% (n = 241) said the targets set by the Pharmacy Board of Malaysia were 'too high'. On a scale of 1 to 5, respondents rated 3.32 (SD 0.54) for mean score of job satisfaction. Significant factors influencing mean score of job satisfaction were: perceived fairness at the work place; perceived self-competence after one year of training; preceptors' competence; and pharmacy as a chosen career pathway.

    CONCLUSION: Intern pharmacists were fairly satisfied with the internship training in government facilities in the Ministry of Health, Malaysia. A review of the internship logbooks and the practicality of targets set by the Pharmacy Board warrant further improvement.

  3. Ramamurthy S, Meng Er H, Nadarajah VD, Pook PCK
    Curr Pharm Teach Learn, 2016 03 21;8(3):364-374.
    PMID: 30070247 DOI: 10.1016/j.cptl.2016.02.017
    OBJECTIVES: To study the impact of open and closed book formative examinations on pharmacy students' learning approach and also to assess their performance and perception about open book (OB) and closed book (CB) systems of examination.

    METHODS: A crossover study was conducted among Year 1 and Year 2 pharmacy students. Students were invited to participate voluntarily for one OB and one CB online formative test in a chemistry module in each year. Evaluation of their learning approach and perception of the OB and CB systems of examination was conducted using Deep Information Processing (DIP) questionnaire and Student Perception questionnaire respectively. The mean performance scores of OB and CB examinations were compared.

    RESULTS: Analysis of DIP scores showed that there was no significant difference (p > 0.05) in the learning approach adopted for the two different examination systems. However, the mean score obtained in the OB examination was significantly higher (p < 0.01) than those obtained in the CB examination. Preference was given by a majority of students for the OB examination, possibly because it was associated with lower anxiety levels, less requirement of memorization, and more problem solving.

    CONCLUSION: There is no difference in deep learning approach of students, whether the format is of the OB or CB type examinations. However, the performance of students was significantly better in OB examination than CB. Hence, using OB examination along with CB examination will be useful for student learning and help them adapt to growing and changing knowledge in pharmacy education and practice.

  4. Saw PS, Lee SWH
    Curr Pharm Teach Learn, 2020 01;12(1):95-102.
    PMID: 31843172 DOI: 10.1016/j.cptl.2019.10.018
    BACKGROUND AND PURPOSE: The increasing number of older adults worldwide challenges healthcare providers and policy makers to provide high quality care. To our knowledge, there has been little research on educational programs for community pharmacists on the provision of pharmaceutical care-based educational programs for elderly people, especially in Asian regions. The purpose of this study was to develop and describe the implementation of a structured educational program on geriatric care for community pharmacists.

    EDUCATIONAL ACTIVITY AND SETTING: Community pharmacists attended a one-day workshop, supplemented with comprehensive training materials which enabled participants to conduct similar sessions with their peers at their own time. The workshop, consisting of case study discussion and role plays, was designed to be an engaging and interactive program that combined traditional didactic sessions and experiential, discussion-based learning. A pre- and post-workshop questionnaire were administered immediately before and after the event to all attending participants.

    FINDINGS: Core concepts covered in the workshop included: (1) overview of an ageing population, (2) issues with ageing population, (3) medication review, and (4) dietary requirements and dosage forms in older adults. Participants' (n = 39) noted significant improvements in knowledge (mean score change 0.7, p 

  5. Lee SWH
    Curr Pharm Teach Learn, 2019 03;11(3):292-295.
    PMID: 30904152 DOI: 10.1016/j.cptl.2018.12.010
    BACKGROUND AND PURPOSE: To describe the development and assessment of a health education campaign and determine its potential for integration into a bachelor of pharmacy curriculum.

    EDUCATIONAL ACTIVITY AND SETTING: Pharmacy students developed a "hands-on" health campaign for delivery to university students. A health promotion topic was chosen and delivered each year for 2015-2017; sexual health, diabetes, and antimicrobial resistance, respectively. All health campaign participants were screened for cardiovascular risk factors. University students who participated in the health campaign in 2017 also completed a questionnaire assessing their understanding and knowledge of antimicrobial resistance.

    FINDINGS: In the three health campaigns conducted from 2015 to 2017, 1010 university students and adults were screened. Pharmacy students expressed a high level of professional achievement and satisfaction and felt that the activities provided a meaningful learning experience. Similarly, supervising pharmacists reported satisfaction with students' competency.

    SUMMARY: The use of a health education campaign is an alternative model to educate pharmacy students on communication and critical thinking skills, as well as provide an opportunity for service learning.

  6. Goh CF, Ong ET
    Curr Pharm Teach Learn, 2019 06;11(6):621-629.
    PMID: 31213319 DOI: 10.1016/j.cptl.2019.02.025
    BACKGROUND AND PURPOSE: The flipped classroom has not been fully exploited to improve tertiary education in Malaysia. A transformation in pharmacy education using flipped classrooms will be pivotal to resolve poor academic performance in certain courses. This study aimed to investigate the effectiveness of the flipped classroom in improving student learning and academic performance in a course with a historically low pass rate.

    EDUCATIONAL ACTIVITY AND SETTING: A quasi-experimental pre- and posttest control group design was employed. The experimental group experienced the flipped classroom for selected topics while the control group learned in a traditional classroom. Analysis of covariance was utilized to compare the performance on the final exam using the grade point of a pre-requisite course as the covariate. Students' perceptions of their experience in the flipped classroom were gauged through a web-based survey.

    FINDINGS: Student performance on the final exam was significantly higher in the flipped classroom group. The lowest-scoring students benefitted the most in terms of academic performance. More than two-thirds of students responded positively to the use of the flipped classroom and felt more confident while participating in classes and tests.

    SUMMARY: The flipped classroom is academically beneficial in a challenging course with a historically low pass rate; it was also effective in stimulating learning interest. The current study identified that for the flipped classroom to be successful, the role of educators, the feasibility of the approach, and the acceptance of students were important.

  7. Ng SF, Anak Dawie DDS, Chong WW, Jamal JA, Abd Rahman SNA, Jamal JI
    Curr Pharm Teach Learn, 2021 05;13(5):479-491.
    PMID: 33795099 DOI: 10.1016/j.cptl.2021.01.019
    INTRODUCTION: The incorporation of serious games in higher education has shown improvement in student engagement and motivation to learn. Research that explores local pharmacy student preferences of gamification aspects of serious games is scarce. Therefore, this study was conducted to investigate local pharmacy student experience, preference, and perceptions of gaming and game-based learning.

    METHODS: A cross-sectional study was conducted by distributing self-administered questionnaires among pharmacy students in Malaysia. Descriptive statistics, the Mann-Whitney test, the Kruskal-Wallis test, and the Spearman's correlation test were used for analysis.

    RESULTS: A total of 328 pharmacy students enrolled in this study, and 84.1% (n = 276) had video game experience. Students usually played video games using mobile phones (n = 231, 70%). Pharmacy students showed positive perceptions regarding serious games with a mean score of 3.69. However, limited awareness and knowledge of serious games was observed among pharmacy students. The most preferred game genres were role-playing and strategy (n = 174, 53%). Pharmacy students also preferred playing a cooperative game style (n = 113, 34.5%) with scores as a reward system (n = 204, 62.6%). Over three quarters (n = 292, 89.3%) wanted to see the results of the assessment after the game.

    CONCLUSIONS: This research provided information on serious games preferences of local pharmacy students. Further study should evaluate the acceptance and effectiveness of the implementation of serious games among pharmacy students in Malaysia.

  8. Abubakar U, Azli NASM, Hashim IA, Kamarudin NFA, Latif NAIA, Badaruddin ARM, et al.
    Curr Pharm Teach Learn, 2021 05;13(5):550-555.
    PMID: 33795109 DOI: 10.1016/j.cptl.2021.01.013
    INTRODUCTION: This study evaluated the level of grit and its association with academic achievement among pharmacy undergraduate students in Malaysia.

    METHODS: This was a cross-sectional study conducted at a public university in Malaysia. Data were collected using an electronic, validated, pre-tested modified version of the short Grit scale between December 2019 and January 2020. Correlation between grit and self-reported cumulative grade point average (CGPA) was examined.

    RESULTS: Of 444 students invited to participate, 247 completed the questionnaire (response rate 55.6%). Mean age was 21.4 ± 1.5 years, and 70.6% were female. The mean grit score was 3.1 ± 0.4 (out of 5.0). Students had higher scores in the perseverance of effort subscale (3.3 ± 0.7) than the consistency of interest subscale (2.9 ± 0.5). Students with self-reported CGPAs ≥3.50 had higher mean grit (3.3 ± 0.4) than those with CGPAs of 3.00 to 3.49 (3.0 ± 0.4) and 

  9. Lee RFS, Wong WJ, Lee SWH, White PJ, Takeuchi T, Efendie B
    Curr Pharm Teach Learn, 2022 Jan;14(1):23-32.
    PMID: 35125191 DOI: 10.1016/j.cptl.2021.11.028
    INTRODUCTION: In 2017, a revamped bachelor of pharmacy program was introduced at Monash University and incorporated a predominantly flipped classroom-based pedagogy. The attitudes and preferences of students towards this program had yet to be assessed using a reliable instrument. Since no instrument was readily available, the objective of this study was to identify, contextualize, and validate a suitable instrument.

    METHODS: We conducted a literature search to identify and adapt a validated instrument. Cognitive interviews were conducted to examine students' understanding of scales and definitions of items. The instrument was then evaluated by education experts for further refinement. The reliability of the final instrument was assessed in a cohort of students, and unsuitable items were removed.

    RESULTS: Students had issues understanding the scales and specific terms used in the original instrument, potentially due to differences in terminologies used in the university's context and variance in English proficiency levels and exposure. In the preference domain, wording of the instrument to present exclusively traditional classroom or exclusively flipped classroom statements greatly influenced its reliability. This could be due to exposure of students to a predominantly flipped classroom environment since inception. The final instrument optimized in this study had α = 0.85, 0.86, and 0.9 for the pre-activities, in-class lectures, and in-class workshops attitude domains, respectively, and α = 0.73 for the preference domain.

    CONCLUSIONS: Our study highlights the necessity of contextualizing instruments to fit the local context in which they are administered and provides key recommendations when conducting such adaptations.

  10. Ahmadi K, Hasan SS
    Curr Pharm Teach Learn, 2016 10 26;9(1):9-11.
    PMID: 29180161 DOI: 10.1016/j.cptl.2016.08.032
    Monetary fine proceedings has been one of the methods of upholding professionalism amongst health care professionals. Professionalism as a concept is multifaceted and fragmented and it has become symbolic to the extent that, unfortunately, some traits of professionalism showcase the whole concept. It seems fair to interpret the symbolic views on the concept of professionalism as means to capitalize on certain aspects of professions such as commercial profitability for the employer and respected status for the profession. Evaluation of professionalism is often implicit and inadequate; and assessing professionalism by relying on abstract and idealized definitions implies that professionalism is a compounded composite of certain set of stable traits. We suggest to refer to the theory of values-based practice so as to achieve collocated views on professionalism among employers and health academics. Instead of capitalizing on certain traits of professionalism to project the whole concept of professionalism, we may need to relook at the traits of professionalism as values. It is extremely crucial to internalize the values of the health profession in the future health professionals, so that the future health professionals imbibe the professionalism through dialog and democratic methods of sharing values during the course of professional development.
  11. Simansalam S, Hadijah Shamsudin S, Mohamed MHN
    Curr Pharm Teach Learn, 2017 Sep;9(5):918-924.
    PMID: 29233325 DOI: 10.1016/j.cptl.2017.05.022
    BACKGROUND AND PURPOSE: Malaysian National Quit Smoking Program had proposed to integrate smoking cessation counseling skills into all relevant healthcare curricula as one of its strategies to increase the number of Malaysians giving up smoking. More effective implementation of the curricula can be facilitated by further understanding the factors influencing students' intention in terms of providing smoking cessation counseling. This study, guided by Integrated Behavior Model (IBM), aimed to explore the factors which influenced pharmacy undergraduates in providing smoking cessation counseling.

    EDUCATIONAL ACTIVITY AND SETTING: Following the elicitation study, the IBM-guided questionnaire was developed and distributed to students from two pharmacy schools which agreed to participate, each representing public and private institutions.

    FINDINGS: A total of 387 pharmacy students participated yielding a 83% response rate. Multiple regression analysis revealed that all three, namely, attitude (23%), perceived norm (16%), and personal agency (16%) were significant predictors of students' intention. Further analysis revealed 'experiential attitude', a component of attitude as the strongest predictor. In other words, students who felt more comfortable had higher intention to provide smoking cessation counseling.

    SUMMARY: An implication of this study is that tobacco-related curricula with an emphasis to enhance students' comfort level in providing counseling would be of value for these future pharmacists in terms of their intention as well as actual provision of smoking cessation counseling through the mediation of "experiential attitude" and personal agency.

  12. Olson PS, Srimongkon P, Tan BK, Nacabu-An SMJ, Sibounheuang P, Setiawan CH, et al.
    Curr Pharm Teach Learn, 2022 Nov;14(11):1353-1364.
    PMID: 36127275 DOI: 10.1016/j.cptl.2022.09.027
    INTRODUCTION: Pharmacy education programs prepare graduates to promote health for patients with noncommunicable disease (NCDs), but there is limited information concerning Association of South East Asia Nations (ASEAN) countries. The study aim was to synthesize academic staff's, alumni's, and alumni supervisors' perspectives on preparation for students to provide pharmaceutical care in NCDs.

    METHODS: A qualitative research design was used. In-depth interviews with structured questions following the Context, Input, Process, and Product/Outcomes model framework were conducted with four academic staff, three alumni, and three alumni supervisors from six study sites in six countries. Interview questions were constructed in Thai and translated to English by using forward and backward translation. Verbatim transcriptions were used to perform thematic analysis with investigator triangulation.

    RESULTS: Sixty participants were included. The context showed three main themes related to Burden of NCDs, Pharmacist Roles in NCDs, and Goals. The input showed three main themes of Teaching Methods, Development Plans for Academic Staff, and Budgets and Infrastructure. The process showed one main theme of Struggles in Teaching Methods. The outcomes/outputs showed three main themes of Individual, Organizational, and Professional Levels. Schools need curricula that focus on NCDs, pharmacist competency and skills, and academic preparation of students for practice. Gaps limiting achievement of goals included lack of well-trained academic staff, limited learning facilities, self-learning opportunities, acceptance from other health professionals, and career ladders.

    CONCLUSIONS: The preparation of pharmacy students varied in six ASEAN countries. Pharmacy education programs must address existing gaps that limit achievement of goals related to NCDs.

  13. Wong WJ, Lee SWH, White PJ, Efendie B, Lee RFS
    Curr Pharm Teach Learn, 2023 Mar;15(3):242-251.
    PMID: 37055316 DOI: 10.1016/j.cptl.2023.03.004
    INTRODUCTION: To adapt to flipped classroom pedagogy in universities, factors such as the amount of the program that is flipped, students' pre-existing educational experiences, and cultural background may influence adjusting to the approach. We investigated students' perspectives across four years of a predominantly flipped classroom-based pharmacy curriculum in a low to middle income country.

    METHODS: We conducted five semi-structured focus groups with 18 pharmacy students from years one to four of the bachelor of pharmacy program at Monash University Malaysia where students came from different pre-university backgrounds. Focus group recordings were transcribed verbatim and thematically analysed. Interrater reliability was performed to ascertain reliability of themes.

    RESULTS: Three major themes were identified. Firstly, students cited issues moving past the initial barrier when starting flipped classrooms in terms of education background impacting adaptability and how/why they eventually adapted. Another theme was how flipped classrooms helped development of life skills such as adaptability, communication, teamwork, self-reflection, and time management. The final theme was on requiring a sufficient safety net and support system in flipped classrooms that included well designed pre-classroom materials and well-implemented feedback mechanisms.

    CONCLUSIONS: We have identified students' perspectives on the benefits and challenges associated with a predominantly flipped classroom pharmacy curriculum in a low to middle income country setting. We suggest using scaffolding and effective feedback approaches to guide the implementation of flipped classrooms successfully. This work can aid future educational designers in preparation and supporting a more equitable learning experience regardless of student background.

  14. Dujaili J, Ong WK, Kc B, Vordenberg SE, Mattingly AN, Lee RFS
    Curr Pharm Teach Learn, 2023 Jun;15(6):624-632.
    PMID: 37357124 DOI: 10.1016/j.cptl.2023.06.012
    BACKGROUND AND PURPOSE: Due to COVID-19 movement restrictions, institutes of higher learning had to deliver pharmacy curricula remotely. One major challenge was teaching practical lab skills, such as extemporaneous compounding, remotely due to the need for hands-on learning and its associated logistical requirements.

    EDUCATIONAL ACTIVITY AND SETTING: We present the approach to remote extemporaneous compounding teaching taken by three pharmacy schools: Monash University Malaysia, University of Michigan, and University of Maryland. Prior to delivery, students were either supplied with or asked to procure a set of easily accessible ingredients and equipment to conduct the extemporaneous practicals from home. We conducted lessons remotely using both synchronous and asynchronous delivery, and demonstrated, taught, and assessed practical lab skills using video conferencing modalities.

    FINDINGS: We successfully conducted remote teaching of extemporaneous compounding, where similar learning outcomes to the face-to-face implementation were achieved. At Monash University Malaysia, > 90% of students responding to the post-activity surveys found the remote extemporaneous sessions useful for their learning, and qualitative comments supported these views. Mean scores from the remote extemporaneous labs in 2021 were similar to those when conducted physically in 2019, supporting the effectiveness of the approach. The different approaches attempted by the three institutions highlighted the flexibility in implementation that can be considered to achieve similar outcomes.

    SUMMARY: Combining technology-based approaches with synchronous and asynchronous teaching and learning methods can successfully deliver extemporaneous compounding skills remotely.

  15. Singh H, Mohammed AH, Stokes E, Malone D, Turner J, Hassan BAR, et al.
    Curr Pharm Teach Learn, 2024 Jan;16(1):69-76.
    PMID: 38158327 DOI: 10.1016/j.cptl.2023.12.007
    BACKGROUND AND PURPOSE: This study aimed to evaluate an accelerated dispensing course for graduate entry (GE) pharmacy students with prior science-related degrees to join undergraduate (UG) students in year three of the Monash Pharmacy degree.

    EDUCATIONAL ACTIVITY AND SETTING: A one day accelerated dispensing course using MyDispense software was delivered to 59 GE students. The accelerated dispensing course was identical to the standard three-week dispensing course delivered to UG students. The same assessment of dispensing skills was conducted after course completion for both UG and GE students and included dispensing four prescriptions of varying difficulty. The assessment scores of the UG and GE students were compared. Perception data from the accelerated course were also collected.

    FINDINGS: The accelerated dispensing curriculum was well received by students. They found the simulation relevant to practice, easy to navigate, and helpful for preparing them for assessment. Overall, 5.1% of GE students failed the assessment, which was lower than the 32.6% failure rate in the UG cohort. Comparison of assessment grades between UG and GE students showed no notable disadvantage to attainment of learning outcomes with the accelerated curriculum. However, UG students were more likely to provide unsafe instructions compared to GE students in their labeling for three out of four prescriptions.

    SUMMARY: An accelerated dispensing curriculum can be effectively delivered to mature learners with a prior science-related degree as no notable deficiencies were identified when comparing the assessment results of GE students against UG students when both student cohorts undertook the same dispensing assessment.

  16. Hamid H, Zulkifli K, Naimat F, Che Yaacob NL, Ng KW
    Curr Pharm Teach Learn, 2023 Dec;15(12):1017-1025.
    PMID: 37923639 DOI: 10.1016/j.cptl.2023.10.001
    INTRODUCTION: With the increasing prevalence of artificial intelligence (AI) technology, it is imperative to investigate its influence on education and the resulting impact on student learning outcomes. This includes exploring the potential application of AI in process-driven problem-based learning (PDPBL). This study aimed to investigate the perceptions of students towards the use of ChatGPT) build on GPT-3.5 in PDPBL in the Bachelor of Pharmacy program.

    METHODS: Eighteen students with prior experience in traditional PDPBL processes participated in the study, divided into three groups to perform PDPBL sessions with various triggers from pharmaceutical chemistry, pharmaceutics, and clinical pharmacy fields, while utilizing chat AI provided by ChatGPT to assist with data searching and problem-solving. Questionnaires were used to collect data on the impact of ChatGPT on students' satisfaction, engagement, participation, and learning experience during the PBL sessions.

    RESULTS: The survey revealed that ChatGPT improved group collaboration and engagement during PDPBL, while increasing motivation and encouraging more questions. Nevertheless, some students encountered difficulties understanding ChatGPT's information and questioned its reliability and credibility. Despite these challenges, most students saw ChatGPT's potential to eventually replace traditional information-seeking methods.

    CONCLUSIONS: The study suggests that ChatGPT has the potential to enhance PDPBL in pharmacy education. However, further research is needed to examine the validity and reliability of the information provided by ChatGPT, and its impact on a larger sample size.

  17. Caliph SM, Lee CY
    Curr Pharm Teach Learn, 2024 Feb;16(2):119-123.
    PMID: 38158334 DOI: 10.1016/j.cptl.2023.12.017
    BACKGROUND AND PURPOSE: Pharmacy students' perception of the effectiveness of remote online learning experienced during the pandemic, and their learning expectations post-pandemic were unknown. The main purpose of this study was to examine students' perceived effectiveness of online teaching and learning activities developed for active learning and pharmacy professional skills development, and the feasibility of online assessments.

    EDUCATIONAL ACTIVITY AND SETTING: A cross-sectional online survey involving second-year pharmacy students of Monash Malaysia (MA) and Monash Australia (PA) campuses was conducted. The survey consisted of 15 Likert-scale multiple-choice questions and an open-ended question. Data were analysed statistically.

    FINDINGS: Students at both MA and PA campuses were satisfied with the remote online learning experienced during the pandemic but indicated a preference for a blended learning approach. Students at the MA campus felt that on-campus face-to-face classes were more engaging and advantageous for their learning and skills development (P 

  18. Lim AS, Ling YL, Wilby KJ, Mak V
    Curr Pharm Teach Learn, 2024 Mar;16(3):212-220.
    PMID: 38171979 DOI: 10.1016/j.cptl.2023.12.028
    BACKGROUND: Objective structured clinical examinations (OSCEs) remain an integral part of pharmacy education. This study aimed to characterize key researchers, areas, and themes in pharmacy education OSCEs using a bibliometric review with content analysis.

    METHODS: A bibliometric review was conducted on literature from over 23 years from January 2000 to May 2023. Articles focusing on any type of OSCE research in pharmacy education in both undergraduate and postgraduate sectors were included. Articles were excluded if they were not original articles or not published in English. A summative content analysis was also conducted to identify key topics.

    RESULTS: A total of 192 articles were included in the analysis. There were 242 institutions that contributed to the OSCE literature in pharmacy education, with the leading country being Canada. Most OSCE research came from developed countries and were descriptive studies based on single institution data. The top themes emerging from content analysis were student perceptions on OSCE station styles (n = 98), staff perception (n = 19), grade assessment of OSCEs (n = 145), interprofessional education (n = 11), standardized patients (n = 12), and rubric development and standard setting (n = 8).

    IMPLICATIONS: There has been a growth in virtual OSCEs, interprofessional OSCEs, and artificial intelligence OSCEs. Communication rubrics and minimizing assessor variability are still trending research areas. There is scope to conduct more research on evaluating specific types of OSCEs, when best to hold an OSCE, and comparing OSCEs to other assessments.

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