(82) Implementation of a Pharmacy Student Self-Assessment Tool in an APPE-Readiness Course

Objective : To assess the self-awareness of third-year pharmacy student performance on Objective Structured Clinical Examinations (OSCEs).

Methods: A capstone course determines student readiness for Advanced Pharmacy Practice Experiences (APPE) through 5 OSCEs. Each has pre-specified APPE-readiness criteria that determines if a student passes the OSCE or requires remediation. Following each OSCE, a self-awareness survey was completed by students to self-rate their perceived performance using the OSCE’s APPE-readiness criteria. Faculty investigators reviewed the responses for trends of self-awareness and applied statistical analysis to assess correlations with actual OSCE performance. For students in the “require remediation” group, investigators assessed improved perception from the original OSCE to the remediation OSCE. Logistic regression was used to analyze whether student self-perceptions differed by question type and OSCE.

Results: All enrolled students (n=60) completed 5 OSCEs and associated self-assessments. OSCE 1 and 5 had a significant association between students perceiving they need more practice and actual requirement for remediation. Otherwise, no other OSCEs had a significant association. For the students who required remediation, OSCE 1 and 4 had a significant association in improved perception of performance following remediation. While students perceived poorer performance on OSCEs in which they had time to prepare, there was no significant difference seen in actual student performance in comparison to OSCEs when there was no time given to prepare. In 3 OSCEs, students were more likely to indicate needing more practice in “knowledge” focused self-awareness questions.

Conclusions: While there were minor trends observed in student perception of OSCE performance, most self-assessment responses did not show a significant association with the need for remediation. Additional iterations of self-awareness assessment may be required in the didactic curriculum prior to experiential rotations.