An investigation of pharmacy student perception of competence-based learning using the individual Skills Evaluation and Development program, iSED®

Susan J Allen, Jon Waterfield, Peter Rivers


Background: The Objective Structured Clinical Exercise (OSCE) is the mainstay of clinical competence evaluation of healthcare professionals. The iSED® (individualised Skills Evaluation and Development) program, developed by Leicester School of Pharmacy, embraces various learning theories and was conceived to enhance the OSCE experience and facilitate students’ self-regulation in developing clinical competence.

Aim: To explore pharmacy students’ experience of using iSED® to develop clinical competence.

Method: Data were collected using a mixed methods study comprising an attitudinal Likert-style questionnaire, completed by second year MPharm students at Leicester School of Pharmacy, and focus groups with second year and third year students.

Results: Students expressed a positive perception towards iSED®, characterised by three emergent themes: ‘Visualisation and nature of feedback’, ‘Self-regulation and cyclical learning’, ‘Seeing yourself as others see you’.

Conclusion: Experience of iSED® supports clinical skills development through objective self-observation against a gold standard and facilitates understanding of individual learner identity. 


Competence, iSED®, Skills, OSCE, Self-Regulation, Feedback

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