Evaluation of self-reported knowledge and understanding towards a blended research course among pharmacy students: Objective Search Literature Evaluation (OSLE) method validation

Authors

  • Syed Wasif Gillani Gulf Medical University, Ajman, United Arab Emirates https://orcid.org/0000-0003-4327-2068
  • Ammar A. Siddiqui University of Hai’l, Hail, Saudi Arabia
  • Riham Elshafie Taibah University, Madinah Munawarrah, Saudi Arabia
  • Hassaan Anwer Rathore Qatar University, Doha, Qatar

DOI:

https://doi.org/10.46542/pe.2022.221.672681

Keywords:

Assessment, Curriculum design, OSLE design, Pharmacy education

Abstract

Background: 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.

Author Biographies

Syed Wasif Gillani, Gulf Medical University, Ajman, United Arab Emirates

College of Pharmacy

Ammar A. Siddiqui, University of Hai’l, Hail, Saudi Arabia

College of Dentistry

Riham Elshafie, Taibah University, Madinah Munawarrah, Saudi Arabia

College of Pharmacy

Hassaan Anwer Rathore, Qatar University, Doha, Qatar

College of Pharmacy, QU Health

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Published

2022-07-02

How to Cite

Gillani, 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

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Section

Research Article