Chiara Marie Miranda Dimla, Maria Paz S. Garcia, Maria Petrina S. Zotomayor, Alfaretta Luisa T. Reyes, Ma. Angeles G. Marbella & Carolynn Pia Jerez-Bagain

Department of Pharmacology, College of Medicine, University of the East-Ramon Magsaysay Memorial Medical Center, Inc., Philippines


The teaching of pharmacology prepares the medical sophomore to prescribe drugs on a rational basis. In small group discussions (SGDs), the evaluation of individual competence poses a challenge. Hence, the Objective Structured Examination in Pharmacology (OSEP) was initiated, to provide an additional, objective means of assessing individual performance. The OSEP is an oral, time-bound, one-on-one examination given at the end of the course, designed with a rubric for scoring. The aim of this study was to determine the students’ perceptions of the OSEP as an assessment tool. A survey was conducted on all pharmacology students of School Year 2016-17 as a post-activity evaluation for curricular improvement. After the approval of the institutional ethics review board was obtained, the data was collected retrospectively. The responses of participants who gave their informed consent were included in the study. The students’ perceptions were based on the level of agreement to sixteen statements, using a Likert Scale. The median score for each statement and the proportion with positive perception were computed. The positive perception was operationally defined based on a pre-determined median score. A total of 414 students participated in the study. The mean response rate was 99% and the median score for all statements revealed that 88%, 93% and 94% have a positive perception of the effectiveness, content and conduct of the OSEP, respectively. In conclusion, the medical students perceived the OSEP as an effective assessment tool that can provide an additional, objective means of evaluating individual performance in the course.

Keywords:            Assessment Tool, Rubric, Rational Use of Medicines, Objective Structured Examination, Pharmacology, Oral Examination, Outcome-based Education, Small Group Discussion, Biomedical Science, Medical Education

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