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INTRODUCTION: Pharmacy students were given the opportunity to participate in an online video-recorded objective structured clinical examination (OSCE) with pharmacist feedback. This study aimed to evaluate their views and experiences regarding this initiative and reviewing the recording. METHODS: Third year undergraduate pharmacy students (n = 68) were invited to participate in a formative video-recorded OSCE station online, followed by a one-to-one feedback discussion with a pharmacist facilitator. Participants were sent one questionnaire on the same day after the OSCE and another after receiving the video recording (seven days later). Closed-ended questions were analysed using descriptive statistics and open comments underwent conventional content analysis. RESULTS: Twenty-three students participated: 20 responded to the first questionnaire and 15 responded to the second. Nearly all students enjoyed the OSCE experience (94 %), and 75 % agreed that knowing they were being recorded had no meaningful impact on their performance. All were satisfied with the feedback quality; 79 % agreed that reviewing the recording had a greater impact on them versus receiving the pharmacist feedback alone. Whilst some were uncomfortable watching the recording, students became more aware of their body language, and 93 % agreed both i) that watching the recording made them more self-aware of what skills required development, and ii) that they would watch the recording to help prepare for future OSCEs. CONCLUSION: This study has shown that video-recorded online OSCEs are beneficial and enjoyable for pharmacy students, and has underlined the added value of providing a recording to raise pharmacy students' self-awareness and improve their clinical skills.
Dalton et al. (Mon,) studied this question.