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Abstract
Discussion Forum (0)
Poster Category: Research and Education
AACP Section: Pharmacy Practice
Objectives: The purpose of this study is to examine the impact of a novel peer-led mock OSCE (MOSCE) on student performance and peer grader and student perceptions.
Methods: Volunteer P2 and P3 peer tutors conducted an optional, peer-led MOSCE for P1 students one week prior to the physical assessment high-stakes OSCE. Peer tutors were provided OSCE rubrics for evaluation and conducted the event similarly to the OSCE. Anonymous post-surveys were administered to peer tutors assessing perceptions and impact of the MOSCE. Pre- and post-surveys were also administered to P1 students who participated in the MOSCE to assess confidence, preparedness, and perceptions, and post-surveys were administered to P1 non-participants to identify reasons for non-participation. Grades from the OSCE were also evaluated for MOSCE participants versus non-participants. Descriptive statistics, paired T-tests, and Chi-square analysis were conducted on survey and grade data using SPSS.
Results: 23 students (30.7%) participated in the MOSCE, and 17 (73.9%) completed the pre- and post-surveys. The mean preparedness score increased from 2.76/4 to 3.35/4 (P=0.004) after the MOSCE. Confidence also significantly increased across all patient care activities post-MOSCE. All participants agreed or strongly agreed that the MOSCE was beneficial. Sixteen individuals failed the high-stakes OSCE. 56.25% of the failures did not participate in the MOSCE (P=0.179). Eight peer graders completed the survey and noted mutually beneficial learning (75%) as the most liked aspect of the MOSCE.
Conclusion: This study is one of the first to examine MOSCE peer-led learning in pharmacy students. Preparedness and confidence in all patient care activities significantly improved, but impact on student performance and peer tutors was not evident. Overall, the MOSCE was perceived as a beneficial event for participants.
AACP Section: Pharmacy Practice
Objectives: The purpose of this study is to examine the impact of a novel peer-led mock OSCE (MOSCE) on student performance and peer grader and student perceptions.
Methods: Volunteer P2 and P3 peer tutors conducted an optional, peer-led MOSCE for P1 students one week prior to the physical assessment high-stakes OSCE. Peer tutors were provided OSCE rubrics for evaluation and conducted the event similarly to the OSCE. Anonymous post-surveys were administered to peer tutors assessing perceptions and impact of the MOSCE. Pre- and post-surveys were also administered to P1 students who participated in the MOSCE to assess confidence, preparedness, and perceptions, and post-surveys were administered to P1 non-participants to identify reasons for non-participation. Grades from the OSCE were also evaluated for MOSCE participants versus non-participants. Descriptive statistics, paired T-tests, and Chi-square analysis were conducted on survey and grade data using SPSS.
Results: 23 students (30.7%) participated in the MOSCE, and 17 (73.9%) completed the pre- and post-surveys. The mean preparedness score increased from 2.76/4 to 3.35/4 (P=0.004) after the MOSCE. Confidence also significantly increased across all patient care activities post-MOSCE. All participants agreed or strongly agreed that the MOSCE was beneficial. Sixteen individuals failed the high-stakes OSCE. 56.25% of the failures did not participate in the MOSCE (P=0.179). Eight peer graders completed the survey and noted mutually beneficial learning (75%) as the most liked aspect of the MOSCE.
Conclusion: This study is one of the first to examine MOSCE peer-led learning in pharmacy students. Preparedness and confidence in all patient care activities significantly improved, but impact on student performance and peer tutors was not evident. Overall, the MOSCE was perceived as a beneficial event for participants.
Poster Category: Research and Education
AACP Section: Pharmacy Practice
Objectives: The purpose of this study is to examine the impact of a novel peer-led mock OSCE (MOSCE) on student performance and peer grader and student perceptions.
Methods: Volunteer P2 and P3 peer tutors conducted an optional, peer-led MOSCE for P1 students one week prior to the physical assessment high-stakes OSCE. Peer tutors were provided OSCE rubrics for evaluation and conducted the event similarly to the OSCE. Anonymous post-surveys were administered to peer tutors assessing perceptions and impact of the MOSCE. Pre- and post-surveys were also administered to P1 students who participated in the MOSCE to assess confidence, preparedness, and perceptions, and post-surveys were administered to P1 non-participants to identify reasons for non-participation. Grades from the OSCE were also evaluated for MOSCE participants versus non-participants. Descriptive statistics, paired T-tests, and Chi-square analysis were conducted on survey and grade data using SPSS.
Results: 23 students (30.7%) participated in the MOSCE, and 17 (73.9%) completed the pre- and post-surveys. The mean preparedness score increased from 2.76/4 to 3.35/4 (P=0.004) after the MOSCE. Confidence also significantly increased across all patient care activities post-MOSCE. All participants agreed or strongly agreed that the MOSCE was beneficial. Sixteen individuals failed the high-stakes OSCE. 56.25% of the failures did not participate in the MOSCE (P=0.179). Eight peer graders completed the survey and noted mutually beneficial learning (75%) as the most liked aspect of the MOSCE.
Conclusion: This study is one of the first to examine MOSCE peer-led learning in pharmacy students. Preparedness and confidence in all patient care activities significantly improved, but impact on student performance and peer tutors was not evident. Overall, the MOSCE was perceived as a beneficial event for participants.
AACP Section: Pharmacy Practice
Objectives: The purpose of this study is to examine the impact of a novel peer-led mock OSCE (MOSCE) on student performance and peer grader and student perceptions.
Methods: Volunteer P2 and P3 peer tutors conducted an optional, peer-led MOSCE for P1 students one week prior to the physical assessment high-stakes OSCE. Peer tutors were provided OSCE rubrics for evaluation and conducted the event similarly to the OSCE. Anonymous post-surveys were administered to peer tutors assessing perceptions and impact of the MOSCE. Pre- and post-surveys were also administered to P1 students who participated in the MOSCE to assess confidence, preparedness, and perceptions, and post-surveys were administered to P1 non-participants to identify reasons for non-participation. Grades from the OSCE were also evaluated for MOSCE participants versus non-participants. Descriptive statistics, paired T-tests, and Chi-square analysis were conducted on survey and grade data using SPSS.
Results: 23 students (30.7%) participated in the MOSCE, and 17 (73.9%) completed the pre- and post-surveys. The mean preparedness score increased from 2.76/4 to 3.35/4 (P=0.004) after the MOSCE. Confidence also significantly increased across all patient care activities post-MOSCE. All participants agreed or strongly agreed that the MOSCE was beneficial. Sixteen individuals failed the high-stakes OSCE. 56.25% of the failures did not participate in the MOSCE (P=0.179). Eight peer graders completed the survey and noted mutually beneficial learning (75%) as the most liked aspect of the MOSCE.
Conclusion: This study is one of the first to examine MOSCE peer-led learning in pharmacy students. Preparedness and confidence in all patient care activities significantly improved, but impact on student performance and peer tutors was not evident. Overall, the MOSCE was perceived as a beneficial event for participants.
Influence of a Peer-Led Mock OSCE on Student Performance and Student and Peer Tutor Perceptions
Christy Xavier
Abstract
Discussion Forum (0)
Poster Category: Research and Education
AACP Section: Pharmacy Practice
Objectives: The purpose of this study is to examine the impact of a novel peer-led mock OSCE (MOSCE) on student performance and peer grader and student perceptions.
Methods: Volunteer P2 and P3 peer tutors conducted an optional, peer-led MOSCE for P1 students one week prior to the physical assessment high-stakes OSCE. Peer tutors were provided OSCE rubrics for evaluation and conducted the event similarly to the OSCE. Anonymous post-surveys were administered to peer tutors assessing perceptions and impact of the MOSCE. Pre- and post-surveys were also administered to P1 students who participated in the MOSCE to assess confidence, preparedness, and perceptions, and post-surveys were administered to P1 non-participants to identify reasons for non-participation. Grades from the OSCE were also evaluated for MOSCE participants versus non-participants. Descriptive statistics, paired T-tests, and Chi-square analysis were conducted on survey and grade data using SPSS.
Results: 23 students (30.7%) participated in the MOSCE, and 17 (73.9%) completed the pre- and post-surveys. The mean preparedness score increased from 2.76/4 to 3.35/4 (P=0.004) after the MOSCE. Confidence also significantly increased across all patient care activities post-MOSCE. All participants agreed or strongly agreed that the MOSCE was beneficial. Sixteen individuals failed the high-stakes OSCE. 56.25% of the failures did not participate in the MOSCE (P=0.179). Eight peer graders completed the survey and noted mutually beneficial learning (75%) as the most liked aspect of the MOSCE.
Conclusion: This study is one of the first to examine MOSCE peer-led learning in pharmacy students. Preparedness and confidence in all patient care activities significantly improved, but impact on student performance and peer tutors was not evident. Overall, the MOSCE was perceived as a beneficial event for participants.
AACP Section: Pharmacy Practice
Objectives: The purpose of this study is to examine the impact of a novel peer-led mock OSCE (MOSCE) on student performance and peer grader and student perceptions.
Methods: Volunteer P2 and P3 peer tutors conducted an optional, peer-led MOSCE for P1 students one week prior to the physical assessment high-stakes OSCE. Peer tutors were provided OSCE rubrics for evaluation and conducted the event similarly to the OSCE. Anonymous post-surveys were administered to peer tutors assessing perceptions and impact of the MOSCE. Pre- and post-surveys were also administered to P1 students who participated in the MOSCE to assess confidence, preparedness, and perceptions, and post-surveys were administered to P1 non-participants to identify reasons for non-participation. Grades from the OSCE were also evaluated for MOSCE participants versus non-participants. Descriptive statistics, paired T-tests, and Chi-square analysis were conducted on survey and grade data using SPSS.
Results: 23 students (30.7%) participated in the MOSCE, and 17 (73.9%) completed the pre- and post-surveys. The mean preparedness score increased from 2.76/4 to 3.35/4 (P=0.004) after the MOSCE. Confidence also significantly increased across all patient care activities post-MOSCE. All participants agreed or strongly agreed that the MOSCE was beneficial. Sixteen individuals failed the high-stakes OSCE. 56.25% of the failures did not participate in the MOSCE (P=0.179). Eight peer graders completed the survey and noted mutually beneficial learning (75%) as the most liked aspect of the MOSCE.
Conclusion: This study is one of the first to examine MOSCE peer-led learning in pharmacy students. Preparedness and confidence in all patient care activities significantly improved, but impact on student performance and peer tutors was not evident. Overall, the MOSCE was perceived as a beneficial event for participants.
Poster Category: Research and Education
AACP Section: Pharmacy Practice
Objectives: The purpose of this study is to examine the impact of a novel peer-led mock OSCE (MOSCE) on student performance and peer grader and student perceptions.
Methods: Volunteer P2 and P3 peer tutors conducted an optional, peer-led MOSCE for P1 students one week prior to the physical assessment high-stakes OSCE. Peer tutors were provided OSCE rubrics for evaluation and conducted the event similarly to the OSCE. Anonymous post-surveys were administered to peer tutors assessing perceptions and impact of the MOSCE. Pre- and post-surveys were also administered to P1 students who participated in the MOSCE to assess confidence, preparedness, and perceptions, and post-surveys were administered to P1 non-participants to identify reasons for non-participation. Grades from the OSCE were also evaluated for MOSCE participants versus non-participants. Descriptive statistics, paired T-tests, and Chi-square analysis were conducted on survey and grade data using SPSS.
Results: 23 students (30.7%) participated in the MOSCE, and 17 (73.9%) completed the pre- and post-surveys. The mean preparedness score increased from 2.76/4 to 3.35/4 (P=0.004) after the MOSCE. Confidence also significantly increased across all patient care activities post-MOSCE. All participants agreed or strongly agreed that the MOSCE was beneficial. Sixteen individuals failed the high-stakes OSCE. 56.25% of the failures did not participate in the MOSCE (P=0.179). Eight peer graders completed the survey and noted mutually beneficial learning (75%) as the most liked aspect of the MOSCE.
Conclusion: This study is one of the first to examine MOSCE peer-led learning in pharmacy students. Preparedness and confidence in all patient care activities significantly improved, but impact on student performance and peer tutors was not evident. Overall, the MOSCE was perceived as a beneficial event for participants.
AACP Section: Pharmacy Practice
Objectives: The purpose of this study is to examine the impact of a novel peer-led mock OSCE (MOSCE) on student performance and peer grader and student perceptions.
Methods: Volunteer P2 and P3 peer tutors conducted an optional, peer-led MOSCE for P1 students one week prior to the physical assessment high-stakes OSCE. Peer tutors were provided OSCE rubrics for evaluation and conducted the event similarly to the OSCE. Anonymous post-surveys were administered to peer tutors assessing perceptions and impact of the MOSCE. Pre- and post-surveys were also administered to P1 students who participated in the MOSCE to assess confidence, preparedness, and perceptions, and post-surveys were administered to P1 non-participants to identify reasons for non-participation. Grades from the OSCE were also evaluated for MOSCE participants versus non-participants. Descriptive statistics, paired T-tests, and Chi-square analysis were conducted on survey and grade data using SPSS.
Results: 23 students (30.7%) participated in the MOSCE, and 17 (73.9%) completed the pre- and post-surveys. The mean preparedness score increased from 2.76/4 to 3.35/4 (P=0.004) after the MOSCE. Confidence also significantly increased across all patient care activities post-MOSCE. All participants agreed or strongly agreed that the MOSCE was beneficial. Sixteen individuals failed the high-stakes OSCE. 56.25% of the failures did not participate in the MOSCE (P=0.179). Eight peer graders completed the survey and noted mutually beneficial learning (75%) as the most liked aspect of the MOSCE.
Conclusion: This study is one of the first to examine MOSCE peer-led learning in pharmacy students. Preparedness and confidence in all patient care activities significantly improved, but impact on student performance and peer tutors was not evident. Overall, the MOSCE was perceived as a beneficial event for participants.
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