Pharmacy OSCEs: A revision guide

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Criscione-Schreiber, Lisa (2020). "Turning Objective Structured Clinical Examinations into Reality". Rheumatic Disease Clinics of North America. 46 (1): 21–35. doi: 10.1016/j.rdc.2019.09.010. PMID 31757285. S2CID 208234190. Bibliographical notePrescribing medicines to a patient remains the most common intervention made by the National Health Service (www.england.nhs.uk). I don’t think we need any additional monitoring or tests done at this point for anything. Is that okay?” The assessment of pharmacy students’ readiness to begin APPE education in clinical pharmacy settings continues to gain increasing attention [ 4, 5]. The Accreditation Council for Pharmacy Education (ACPE) in the United States (US) has emphasized the importance of competency assessment with comprehensive, formative, and summative testing [ 6, 7]. Since pharmacy practice training was first implemented eighth years ago in South Korea, preceptors and students have raised concerns related to experiential education, such as differences in IPPE educational content and quality among 37 colleges of pharmacy and differences in students’ competence in translating knowledge levels into practice [ 8, 9]. Despite the apparent need for a competency assessment program to assess students’ readiness for experiential learning, there are no established standardized examinations or evaluation criteria to assess students’ clinical performance consistently and accurately. The OSCE model can be used to assess pharmacy students’ readiness for off-campus clinical pharmacy practice experience. Our pilot study suggests the necessity of conducting an OSCE domain-based adjustment of difficulty levels, and strengthening simulation-based IPPE education.

Authoring Team: The task of developing OSCE stations can be started after deciding on the examination content and should be undertaken by pharmacy faculty well acquainted with the curriculum and its objectives. Detailed explanations and guidelines that have been reviewed, edited, and agreed upon by the coordinating committee should be given to authors for different stations. Many times as a junior prescriber you may be asked to sign a prescription, however, not every healthcare professional has the authority to prescribe every medication. For example, junior doctors can not prescribe chemotherapy. During the signing of the prescription, it is important that enough information is provided to create a record of which healthcare professional is authorising the supply or administration of a medication. This enables prescribing practices to be audited and ensure that poor practices are identified. Grover SA, Lowensteyn I, Kaouache M, Marchand S, Coupal L, DeCarolis E, et al. The Prevalence of Erectile Dysfunction in the Primary Care Setting. Arch Intern Med. 2006;166(2):213. Objective structured clinical examinations evaluate learners “showing how” to perform complex clinical tasks including those infrequently observed and those core to practice. [4] Design [ edit ] Erectile dysfunction (ED) is defined as an inability to obtain or maintain an erection sufficient for penetration and for the satisfaction of both sexual partners.

If an underlying organic cause of ED is identified and reversible, the probability of curing ED is greatly increased. However, if refractory to various treatment modalities, patients with ED are at increased risk for psychiatric co-morbidities such as anxiety and depression. This may further generate relationship and interpersonal struggles, significantly affecting a patient’s quality of life. Moreover, ED is known to be a risk factor in itself for CV disease, therefore if left untreated, could predispose the patient to greater risks of stroke and coronary artery disease. 3 Type C statistical effects: typically only seen at cohort level when patients have been using medication for a long period of time (e.g. gastric ulceration with NSAIDs) Location: The location for the exam should recreate a real clinical encounter. The testing area should be illustrated with a diagram that clearly depicts the stations and flow patterns. The bell to indicate the time for station change should be audible throughout the examination centre. Talk me through a typical day, from when you wake up to when you go to bed and how your medications fit into that?” This should indicate what qualification the professional has to prescribe. For example, an MBBS degree, a BDS degree or an independent prescribing qualification, membership of an association or accreditation. This could also include a particular role within an organisation.

When closing the consultation it’s a good idea to summarise the key points, including the information on the currently prescribed medication, the non-prescribed and the extras to make sure nothing has been missed. You should also summarise the short term and long term plan so the patient understands it fully and give the patient a final opportunity to ask any questions about what has been covered.

References in Stations - Part II (OSCE)

Quantity should be used to describe how long you would like the patient to use this medication. Many different units of measure can be used (e.g. days, weeks, months) or the actual quantity of medication you would like to be supplied (e.g. 7 tablets). Explore the patient’s social context to clarify if they have any support at home who could assist with the administration of specific medications if the patient is unable to do this. The action plan will depend greatly on the patient’s perspective. They may be unwilling to change too many medications at once because it will disrupt their routine or they may be fearful that their medical condition might worsen.

Don’t worry about making mistakes during the OSCE – you haven’t got time to panic. Stay calm, take a deep breath and continue as you were. Accreditation Council for Pharmacy Education. Accreditation standards and key elements for the Professional Program in Pharmacy leading to the doctor of pharmacy degree. Standards 2016. Accreditation Council for Pharmacy Education. 2015. https://www.acpe-accredit.org/pdf/Standards2016FINAL2022.pdf. Accessed 10 Feb 2022.This should include the date that the prescription was issued by the professional. This may be different from the date that the prescription should be started and if the prescription is to begin on a specified date this information should be included under the dose or instruction section of the prescription. Nocturnal penile tumescence testing (NPT): used to distinguish between organic vs. psychogenic ED. The patient wears the NPT device overnight, measuring number, tumescence and rigidity of erections. Figure 1. Cross-sectional anatomy of the penis. 7 Note the three bodies of erectile tissue (corpus cavernosum x2 and corpus spongiosum), which fill with blood upon sexual arousal. You might also be interested in our OSCE Flashcard Collection which contains over 2000 flashcards that cover clinical examination, procedures, communication skills and data interpretation.

a b c Khan, Kamran Z.; Ramachandran, Sankaranarayanan; Gaunt, Kathryn; Pushkar, Piyush (2013). "The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part I: An historical and theoretical perspective". Medical Teacher. 35 (9): e1437–e1446. doi: 10.3109/0142159X.2013.818634. ISSN 0142-159X. PMID 23968323. S2CID 28150274. If a man presents with priapism after use of a PDE-5 inhibitor, defined as an erection lasting greater than 4 hours, urgent hospitalisation is required for further investigation and management.Doses can be ‘ licensed’ or ‘ unlicensed’. Licensed doses have been approved by regulators who have assessed the evidence for the product at a particular dose for a particular reason (or indication). Unlicensed doses or ‘off licence’ doses have not been approved and the evidence for use of the medication at that dose for that indication has not been assessed. When prescribing ‘off licence’ responsibility for the safety of the products use rests solely with the prescriber. The International Index of Erectile Function (IIEF-5) is an objective 5-item questionnaire frequently used by urologists to assess the severity of a patient’s ED. The tool asks patients to consider the following five questions on a scale of one to five over the last 6 months: 13 Deadline: You may reschedule, change your exam centre or your exam method up to 48 hours prior to the first day of the exam window. Part II (OSCE) This question provides two useful bits of information. Firstly it provides you with information about the full dosing regimen by providing the frequency (e.g. the patient takes one pink capsule three times a day). It also provides some information about the patient’s adherence to their treatment; the patient may say “I only take it now and again” or “I make sure to take this medication every day”. Non-adherence or medication overuse may be relevant to the patient’s presenting complaint. 5. When did you begin taking the medication?