Abstract
Objective. To examine pharmacy students' self-assessment and evaluator assessment of the global performance of skills required for effective interprofessional collaborative practice during an objective structured clinical examination (OSCE). Methods. Third-year pharmacy students completed three cases designed to evaluate the skills they would need to engage in effective interprofessional collaborative practice as part of a capstone objective structured clinical examination (OSCE). Students then also completed a brief survey regarding the quality of the cases and the Interprofessional Collaborative Competency Attainment Survey (ICCAS). Student performance on each of the three cases was assessed using the Global Rating Scale (GRS). Paired sample t tests were conducted to compare differences in mean change in ICCAS scores. Correlations between the GRS ratings and ICCAS pre- and post-assessment scores and changes in scores were examined. Results. One hundred twenty-four students participated in the study. The majority of students reported that the OSCE cases were realistic and of high quality. The average total ICCAS score (out of 7) was 5.1 (SD=0.8) at pre-assessment and 5.9 (SD=0.6) at post-assessment; the difference in scores was significant. The mean GRS scores (out of 5 points) for the three cases were 4.2 (SD=0.5), 4.5 (SD=0.6), and 4.6 (SD=0.5); and the mean score for the three cases combined was 4.4 (SD=0.3). A weak relationship was found between the total GRS and ICCAS post-assessment scores. Conclusion. Presenting pharmacy students with OSCE cases that focused on skills important to effective interprofessional collaborative practice was an effective means of assessing their skills and improving their self-assessment of interprofessional collaborative behaviors.