An objective structured practical examination for laboratory skills in a pharmacy technician programme

Background: Pharmacy technician education is typically at the pre-degree level and comprises instruction in scientific clinical disciplines. The assessment of practical laboratory skills often utilises attainment-referenced methods, which are not always appropriate for vocationally-focused programmes. Methods: An objective structured examination (OSPE) was introduced to assess student competency three key areas (accurate weighing, calibrating a pH meter performing dilution). Students were assessed using weighted criterion-based criteria an overall global performance rating, allowed cut scores be determined borderline regression method. Student opinions collected online questionnaires on five-point Likert scale. Results: move OSPEs did significantly alter distribution results from previous years (mean ± SD, OSPE vs legacy: 77 19% 73 21%), suggesting that academic integrity maintained. There high consistency score responses (Cronbach’s α = 0.823), with students clearly favouring approach. Conclusion: OSPE-based successful provided basis development similar strategies pharmacy programme.