Pharmacy Students’ Perceptions of the Objective Structured Clinical Examination in Jordan: A Cross-Sectional Study at Two Universities

Abstract

Background The Objective Structured Clinical Examination (OSCE) is a widely used assessment tool in pharmacy education because of its structured and standardized approach. Objective This study aimed to evaluate pharmacy students’ perceptions of the OSCE experience in Jordan, and to assess the difference in perceptions based on GPA category. Methods A descriptive cross-sectional study was conducted among Bachelor of Pharmacy and Doctor of Pharmacy students at the University of Jordan and Jordan University of Science and Technology. A total of 236 students who had previously completed at least one OSCE were recruited using convenient sampling between March and May 2025. Data were collected using a validated questionnaire that assessed four domains: OSCE attributes, performance and implementation, scoring, objectivity and feedback, and educational outcomes. Responses were measured using a five-point Likert scale, and analyzed using descriptive and inferential statistical methods. Results Students reported generally neutral to slightly positive perceptions of the OSCE. More than half of the respondents (51.3%) perceived the examination as stressful, while perceptions regarding scoring objectivity and feedback quality varied. Approximately one-quarter of participants (28.3%) reported that the allocated time per station was inadequate. Most participants recognized the educational value of the OSCE in increasing awareness of potential dispensing and counseling errors. Bivariate analyses showed that students with higher GPAs reported significantly more positive perceptions regarding pre-examination preparation and station timing than those with lower GPAs (p-value < 0.05). Conclusion Students reported generally neutral to slightly positive perceptions of the OSCE. Most participants acknowledged the role of OSCE in increasing awareness of potential dispensing and counselling errors. However, concerns remained regarding examination-related stress and scoring objectivity. These findings highlight areas for future prospective, longitudinal, and multi-stakeholder research aimed at further evaluating and refining the OSCE process.