@misc{Kowalski_Tomasz_Mateusz_Evaluation_2022,
 author={Kowalski, Tomasz Mateusz},
 address={Kraków},
 howpublished={online},
 year={2022},
 school={Rada Dyscypliny Nauki farmaceutyczne},
 language={pol; eng},
 abstract={Professional competencies are a conglomerate of knowledge, skills, and attitudes. In addition to the type of knowledge in the field and specific professional skills, appropriate behavior in terms of the professional role is also required. Having all of the above-mentioned elements will allow you to fulfill your professional duties at the appropriate level. The professional competencies of a pharmacist and the related responsibility for the patient's health, as well as the canons of pharmacy ethics, place the profession of pharmacist among the professions of public trust. A pharmacist is a profession in which, apart from formal qualification requirements, it is necessary to have at least 4 additional competencies: motor skills, conscientiousness in the pursuit of results, openness to others, and readiness to improve qualifications [1]. Important competencies of the pharmacist are deeper involvement in patient care, which is achieved by reorienting traditional pharmacy towards the patient [2]. This area includes pharmaceutical care. The main goal of PC is to direct pharmacists' professional practice to monitor the safety and effectiveness of pharmacotherapy [3]. The PC, in practice, is carried out through the implementation of cognitive pharmaceutical services. They are defined as professional services that are provided by pharmacists using their knowledge and skills to actively},
 abstract={support the patient's health in the therapeutic process [4]. Analyzes of study programs show that after 6 years of studies, pharmacy students do not achieve full professional competencies that can be used in their future professional work [5]. In addition to traditional methods, it also seems justified to introduce, following the example of other medical faculties, new tools for assessing competences acquired in the course of formal education. One of such tools is OSCE (Objective Structured Clinical Examination), which has been used for many years to assess the clinical competences of medical students. In recent years, it has also been used to educate pharmacists [6]. The Objective Structured Practice Examination (OSPE) has advantages and disadvantages. The main advantage is the standardized assessment of skills under simulated conditions. OSPE checks the acquired skills and knowledge and the approach to the patient, the ability to defend one's opinion, and allows to focus on a specific issue. In a well-designed exam, each station can assess completely different skills. All previous scientific studies on OSPE have shown their high reliability, validity, and objectivity [7.8]. OSPE exams are more difficult to organize, labor intensive, and time-consuming than other traditional exam forms. Moreover, other studies have shown that OSPE in comparison to traditional forms of assessm},
 abstract={ent (e.g., multiple-choice tests) caused greater stress in students [6]. The aim of this study was to assess the professional competences of pharmacy students acquired in formal education. This goal was achieved through partial goals, which are: •assessment of selected competences (including practical skills) of pharmacy students inthe provision of pharmaceutical care services and checking whether the assumed learning outcomes were achieved during studies through specially prepared tools such as the OSPE practical exam and competence questionnaires. •self-assessment of professional competencies of pharmacy students based on the list ofcompetencies developed by a consortium composed of representatives of European pharmaceutical departments as part of the PHAR-QA project. The study consisted of 3 stages. Stage 1 was to prepare a tool for assessing the competencies (both knowledge and skills) of pharmacy students in the field of pharmaceutical care services in pharmacies and checking in conditions simulated by OSPE whether the educational results assumed for this course have been achieved. Stage 2 was to compare the self-assessment of competences of pharmacy students before and after the OSPE ending the Pharmaceutical Care course. Stage 3 of this doctoral dissertation was to compare the results of the self-assessment of competences, including practical skills (as part of a que},
 abstract={stionnaire study based on the list of competences created under the PHAR-QA project [19]) between the results of students from two academic years for which two different methods carried out classes in Pharmaceutical Care. As part of stage 1, the OSPE exam was developed and carried out at the end of the Pharmaceutical Care course for pharmacy students. The aim of the exam was to check the knowledge and skills of students at OSPE stations regarding the pharmaceutical interview, identification and resolution of drug-related problems, and documentation of pharmaceutical care. Stage 1 results showed that OSPE is a good tool to evaluate pharmacy students' knowledge and practical skills. Properly designed stations allow performing professional activities that reflect real situations in a pharmacy. Stage 2 was carried out using the ankietka.pl survey website. The survey questionnaire covered all competencies, including personal competencies and patient care competencies which were developed in the PHAR-QA project. Pharmacy students were asked to complete the questionnaire before (after completing the PC course) and after the OSPE exam. The results of this stage suggest that the participation of students in OSPE, meeting with simulated patients, and analysis of drug problems contributed to the increase in subjective assessment of professional competencies. In stage 3, the self-assess},
 abstract={ment of students' competencies was compared between the two years of study. The impact of teaching methodology during the Pharmaceutical Care course was also investigated, using two other methods, including the PBL (Problem-based Learning) method. At this stage, the results suggested that the change of teaching methodology in the PC course from passive to activating method, such as PBL, contributed to an increase in the subjective self-assessment of students' professional competencies before OSPE. The results of this stage can certainly contribute to further changes in teaching methods and focus on acquiring better professional competencies for students.},
 title={Evaluation of professional competence of pharmacy students},
 type={Praca doktorska},
 keywords={Objective Structured Practical Examination (OSPE), competencies, pharmacy education, practical skills, learning outcomes, Problem-based Learning (PBL)},
}