(1) A decade of Objective Structured Clinical Exam (OSCE) communication scoring trends in pharmacy students.

Objective : To assess patterns in student pharmacist communication performance on OSCEs based on grader type, practice setting, and station type.

Methods: OSCE communication grades from second and third year pharmacy students were compiled for graduating classes of 2013-2021. Scores were generated by either standardized patients (SPs), faculty, or both, depending on station type (drug/device counseling, clinical encounter, evidence-based medicine, or provider phone call) and setting (community, ambulatory care, or inpatient). Grades were assigned using a validated communications rubric consisting of six domains: 1) verbal expression- mechanics, 2) verbal expression- content, 3) non-verbal communication, 4) interaction with patient/health care professional, 5) organization and logic, 6) professional appearance and rapport. Each domain was scored from 0-3, with a maximum score of 18. Scores by grader type were analyzed by domain using a t-test and by setting and station type using one-way ANOVA.

Results: A total of 1,165 subjects were enrolled. Mean overall communication scores were statistically significantly different between faculty and SPs (14.73 vs 14.82, p<.001). Mean faculty scores for domains 1 and 6 were statistically significantly higher, while SP scores were higher for domains 2, 3, and 5 (p <.001 for all). Mean scores also differed by clinical setting and station type, with the highest scores reflected in the inpatient setting and provider phone call stations (both p<.001).

Conclusions: Differences were detected in both overall and domain-specific scores between SP and faculty graders, which may indicate a need for additional calibration between grader types. Differences detected in scores between station types and settings may highlight a need for more practice of specific skills in the curriculum or the need for a telephone-specific communications assessment tool.