%0 Journal Article
%T Team-Based Decision-Making in an Objective Structured Clinical Examination (OSCE)
%A Daniel C Rainkie
%A Kyle Wilby
%A Renee Dagenais
%A Shane A Pawluk
%J -
%D 2018
%R https://doi.org/10.24926/iip.v9i3.1255
%X Abstract Evaluation of pre-licensure students¡¯ competency in team-based decision-making is lacking. The purposes of this study were to evaluate pre-licensure pharmacy students¡¯ competency in team-based decision-making in the context of an objective structured clinical examination (OSCE), and to determine whether performance correlated with reflective assignment scores. Students¡¯ self-assessment and conceptualization of team-based decision-making in practice was also evaluated. Twenty-three pre-licensure pharmacy students¡¯ competency in team-based decision-making was evaluated in an OSCE station and with a reflective journal assignment; rubric scores for both evaluations were compared using Spearman¡¯s rank order analysis. Students completed an 18-item questionnaire regarding attitudes, confidence, and perceptions related to team-based decision-making. Descriptive statistics and construct analysis with open coding were used to analyse questionnaire results. Mean OSCE station and reflective journal scores were 45% and 66.3%, respectively, and were not correlated. Students¡¯ attitudes toward team-based decision-making were positive, and they reported performing associated behaviours during experiential education rotations. Students appropriately defined ¡®team-based decision-making¡¯ and were highly confident in performing related activities. However, students¡¯ conceptualization of team-based decision-making did not align with the pharmacy program¡¯s competency framework. Three key themes were identified through the study analyses: 1) student performance is dependent on assessment context when evaluating collaborator-related competencies; 2) there is a mismatch between students¡¯ perceived competency and objectively measured competence when collaborator outcomes were assessed within an OSCE; and 3) students¡¯ perceptions of team-based decision-making do not align with the program¡¯s competency framework. Future research is necessary to assess competency and perceptions of team-based decision-making in students from other healthcare professions, and to further evaluate whether pre-licensure students are ¡°collaborative practice ready¡±. Article Type: Case Stud
%K Collaboration
%U https://pubs.lib.umn.edu/index.php/innovations/article/view/1255