Using Objective Structured Practical Examination (OSPE) to Assess Pharmaceutical Chemistry Practical Work

Abstract

Traditional assessment of practical work may depend on the examiner and may barely cover all learning objectives. To standardize the assessment of the practical work in pharmaceutical chemistry, an Objective Structured Practical Examination (OSPE) was developed and conducted among 142 fourth-year students of pharmacy. The evaluation included five stations that covered learning objectives studied during practical sessions. The scenarios involved drug identification through colorimetric reactions, thin-layer chromatography, and melting point measurement. Determination of the content of a sample, the calculation and the interpretation of a drug assay result, were also tested. The mean mark for the OSPE assessment was significantly lower compared to traditional assessment (15.02/20 ± 1.81 vs 15.82/20 ± 2.48, p < 0.001). However, a preliminary analysis shows that OSPE was preferred (56%), and that station 2, involving drug identification by thin layer chromatography, requires more time than the time allocated to each station (11 min). Despite the fact that it is time-consuming and needs many examiners, OSPE has been found to meet the teaching objectives of pharmaceutical chemistry practical work.