000			a
999			_c9822 _d9822
003			OSt
005			20191023095442.0
008			191023b xxu||||| |||| 00| 0 eng d
040			_aAIKTC-KRRC _cAIKTC-KRRC
100			_910056 _aKowalski, Tomasz
245			_aThe Role and Suitability of the Objective Structured Practical Examination in Pharmacy Education in Poland
250			_aVol.53(2), Apr-Jun
260			_aBengaluru _bIndian journal of pharmaceutical education and research _c2019
300			_a186-191p.
520			_aBackground: Objective structured practical examination (OSPE) is a new concept that allows students to assess their practical skills. These are multifunctional assessment tools that can be used to test a wide range of students’ competencies. OSPE can be assessed objectively by direct observation supported by a formalized assessment method. Testing of candidates in a wide range of practical and clinical skills is possible thanks to the precision, objectivity and repeatability of examinations. Traditional examinations have numerous limitations as to repeatability or standardization, but also in relation to the assessed scope of competence. Purposes:The aim of the work is to review the literature on objective structured practical examinations (OSPE) at Universities in Poland and around the world and to analyze the legitimacy of implementing a new method of assessing the effectiveness of education of pharmacy students.Methodology: Literature review in the context of practical examinations was conducted through an initial search of the databases of Pub Med, Medline, Science Direct, Google Scholar with full text. The search criteria included published scientist’s findings in English language articles written between 1975 and 2017. Findings: The key findings suggest that OSPE is an effective assessment tool from the perspective of educators and students. Students preferred this form of examination, because OSPE is used to assess the practical aspects of competences and is considered as an important and reliable method of examination.Conclusion: OSPE is dedicated to assessing practical skills. Thanks to its unique features: objectivity, reliability and validity, it indicates its superiority compared to other traditional methods of assessment. It allows checking a very wide range of student’s skills at different levels of teaching in a relatively short time.
650		0	_94639 _aPHARMACEUTICS
700			_910057 _aSkowron, Agnieszka
773	0		_x0019-5464 _dBengluru Association of Pharmaceutical Teachers of India (APTI) _tIndian journal of pharmaceutical education and research
856			_uhttps://www.ijper.org/sites/default/files/IndJPhaEdRes_53_2_186.pdf _yClick here
942			_2ddc _cAR