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AuthorGillani, Syed Wasif
AuthorSiddiqui, Ammar A.
AuthorElshafie, Riham
AuthorRathore, Hassaan Anwer
Available date2022-10-25T07:13:56Z
Publication Date2022
Publication NamePharmacy Education
Identifierhttp://dx.doi.org/10.46542/pe.2022.221.672681
CitationGillani, S. W., Siddiqui, A. A., Elshafie, R., & Rathore, H. A. (2022). Evaluation of self-reported knowledge and understanding towards a blended research course among pharmacy students: Objective Search Literature Evaluation (OSLE) method validation. Pharmacy Education, 22(1), p. 672–681. https://doi.org/10.46542/pe.2022.221.672681
ISSN1477-2701
URIhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85134341017&origin=inward
URIhttp://hdl.handle.net/10576/35399
AbstractBackground: The objective of the study was to evaluate the impact of classroom versus online Modular object-oriented dynamic learning environment (MOODLE)-based teaching on objective search literature evaluation (OSLE) score, as well as to validate the OSLE method for the assessment of research skills in pharmacy students. Methods: The four-station OSLE method was used to assess the performance and self-reflection at the end of each delivery mode. The students were asked to voluntarily vote for the preference of delivery mode in research courses. A hierarchical regression analysis was performed for variables predicting the “preference” for class-based teaching and/or MOODLE-based learning. Internal face and content validation were performed with students and faculty members not involved in the course teaching. External validation was performed with three professors working in different colleges in United Arab Emirates (UAE), Saudi Arabia and Qatar. Results: Thirty-five students completed the courses and showed significant improvement in self-reported reflection of pre-post knowledge and understanding. Findings suggested that 87.3% (110/126, 95%CI: 75.9 – 89.4, p < 0.001) achieved performance indicators and reported the OSLE method as an effective tool for the assessment of knowledge and understanding of research skills in pharmacy education. The predictive model suggested a strong positive effect associated with article appraisal, article application, self-reporting of knowledge and self-reporting of understating (R2 0.47, F-1.26, p < 0.001). Conclusion: The findings suggested the OSLE method as an effective tool of assessment in pharmacy education. A negative impact of MOODLE-based learning was found with self-reflection on knowledge.
Languageen
PublisherInternational Pharmaceutical Federation (FIP)
SubjectAssessment
Curriculum design
OSLE design
Pharmacy education
Research
TitleEvaluation of self-reported knowledge and understanding towards a blended research course among pharmacy students: Objective Search Literature Evaluation (OSLE) method validation
TypeArticle
Pagination672-681
Issue Number1
Volume Number22
dc.accessType Open Access


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