Qualitative Evaluation of a Formative OSCE in a Resource-Limited Pharmacy School: Implications for Global Pharmacy Education

Sobh, Ahmed H.M.; Zayed, Roaa T. M.; Aziz, Dalia H.G.; Mortada, Aya M.; Aziz, Christien Nazir; Ahmed, Hamdy Abdelaal Badry; Jameel, Muhammad Mohanad

doi:10.21608/aprh.2025.382026.1316

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	Qualitative Evaluation of a Formative OSCE in a Resource-Limited Pharmacy School: Implications for Global Pharmacy Education
Article 4, Volume 9, Issue 3, July 2025, Page 137-147 PDF (375.88 K)
Document Type: Research Article
DOI: 10.21608/aprh.2025.382026.1316
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Authors
Ahmed H.M. Sobh ¹; Roaa T. M. Zayed²; Dalia H.G. Aziz²; Aya M. Mortada²; Christien Nazir Aziz²; Hamdy Abdelaal Badry Ahmed²; Muhammad Mohanad Jameel³
¹1. Clinical Pharmacy Department, Faculty of Pharmacy, University of Mashreq, Baghdad, Iraq 2. Clinical Pharmacy and Pharmacy Practice Department, Faculty of Pharmacy, Ahram Canadian University, 6th of October, Egypt
²Clinical Pharmacy and Pharmacy Practice Department, Faculty of Pharmacy, Ahram Canadian University, 6th of October, Egypt
³Clinical Pharmacy Department, Faculty of Pharmacy, University of Mashreq, Baghdad, Iraq
Abstract
Background: The Objective Structured Clinical Examination (OSCE) is widely adopted internationally for evaluating clinical competencies, yet its use in resource-limited pharmacy education settings is relatively underexplored. This study aimed to provide practical guidance for implementing a formative OSCE in such environments, using an Egyptian pharmacy school as a case in point. Methods: A qualitative SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis was conducted, drawing on an online questionnaire completed by 424 participants (93.2% response rate) from a pool of 455 eligible students and faculty. The survey asked open-ended questions aligned to the four SWOT domains, and responses were analyzed via content analysis by multiple researchers. Results: Twenty-six main codes emerged, categorized under strengths (e.g., intensive patient counseling, experiential learning, boosted self-confidence), weaknesses (e.g., inadequate time management, limited resources, incomplete real-patient interactions), opportunities (e.g., expanded practical training, innovative educational tools), and threats (e.g., overcrowded sessions, insufficient space, pandemic-related disruptions). Collectively, these findings underscored that formative OSCEs can foster crucial clinical skills in pharmacy students, even under stringent resource constraints. However, logistical barriers such as time shortages and limited infrastructure can compromise the full educational potential of OSCEs if not addressed. Conclusion: Despite notable challenges, introducing a formative OSCE in a resource-limited Egyptian pharmacy program offered valuable skill development in patient counseling and clinical problem-solving. By proactively mitigating weaknesses (e.g., improving time allotment, resource availability) and external threats (e.g., COVID-19 restrictions, overcrowding), while capitalizing on opportunities for hands-on practice and enhanced curriculum design, institutions can optimize OSCE adoption. These observations, which also pertain to institutions handling large enrollments and limited resources, highlight the need for tailored, context-driven approaches in sustaining OSCE programs. Such guidance helps pharmacy schools globally implement robust, competency-focused assessments that more effectively prepare students for professional roles.
Keywords
OSCE; Pharmacy Education; SWOT Analysis; Formative Assessment; Resource-Limited Setting
Main Subjects
Section D: Clinical Pharmacy & Pharmacology


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