380 Indian Journal of Pharmaceutical Education and Research | Vol 51 | Issue 3 | Jul-Sep, 2017 Original Artcle www.ijper.org Validation and Evaluation of an OSCE in Undergraduate Doctor of Pharmacy Program Ali Almuqdadi*, Al-Motassem Yousef, Khalil Majdalawi, Zeina Masoud, Reem Kalabani, Hanadi Al-hadeed Department of Bio pharmaceutics and Clinical Pharmacy, Faculty of Pharmacy, The University of JORDAN, Amman, 11942, Queen Rania Street, JORDAN. ABSTRACT Introduction and purpose: In schools not performing OSCE method, faculty members’ lack of time, human resources and managing the complexity of such exam are the most common obstacles. In this study, we utilized different methods to evaluate the the validity and reliability of a simple diversifed OSCE as part of fnal exam for ambulatory care clerkship along with the theoretical exam. Methods: We analyzed the correlation and difference between students’ achievements in the written exam and their achievements in OSCE. We also compared between students’ achievements according to each OSCE station they enrolled in. As students’ feedback is an important indicator of the success of the learning process, students’ feedback about OSCE was also measured. Results: A moderate correlation was observed between students’ overall marks in OSCE and that in written exam (r 2 = 0.36 p= 0.001). Prescription station showed a moderate correlation with the written exam (r 2 = 0.30, p < 0.001) and the counseling station showed a weak correlation (r 2 = 0.125, p < 0.001). Whereas no signifcant correlation (p= 0.3) was observed on comparison of the written exam with the online station nor with the communication station. Highest students scores were observed in prescription-based station 16.7/20 (± 3.2) whereas the lowest scores were detected in online resources- based station 13.4/20 (± 5.8). The majority of students were satisfed about the validity and reliability of OSCE. Discussion: A carefully designed development process based on a well-structured blueprint is needed to implement a sophisticated OSCE. The validation and evaluation of an OSCE should performed both quantitatively and qualitatively. A simple diversifed OSCE, can serve as a reliable, valid and economically feasible assessment tool of student performance. Together, the traditional written exam and OSCE provide a broad assessment of pharmacy student’s skills and knowledge. Key words: OSCE, Doctor of Pharmacy, ambulatory care clerkship, clinical skills, written exam. DOI:  10.5530/ijper.51.3.64 Correspondence: Ali Almuqdadi, Department of Biophar- maceutics and Clinical Pharmacy, Faculty of Pharmacy, The University of JORDAN, Amman, 11942, Queen Rania Street, JORDAN. Tel: (+1) 603-275-7179 E mail: ali_1899@yahoo.com INTRODUCTION The assessment of clinical competence is fundamental to ensure that graduate phar- macists can exercise their duties in patient care. 1 Colleges and schools of pharmacy traditionally have assessed students’ perfor- mance using multiple-choice and essay ques- tions. However, these methods of assessment may not adequately evaluate the mastery of essential skills and measure cognitive learn- ing in clinical settings. 2 Moreover, often, there is a clear disparity seen between performance of excellent student in the classroom and in clinical settings. 2 To Submission Date: 25-12-2016; Revision Date: 14-03-2017; Accepted Date: 18-03-2017 astound these inadequacies, introduction of performance-based assessment meth- ods, such as the objective structured clinical examination (OSCE) in undergrad- uate pharmacy education is of fundamental importance. 3-5 The OSCE was frst described by Dr.Harden in the 1970s as a new planned or structured approach for clinical competence assessment. 6 In this method, a number of stations each of which contains specifc clinical scenario are used. Through these stations, students must complete specifc clinical tasks. 7 The