MeiHsiouh Guan¹
 1 Taipei City Hospital, Pharmacy Department, Taiwan 

Background
The objective structure clinical examination (OSCE) are assessed in a structured way to the objective of the examination. The flipped education transforms teaching methods into student- centered learning that enhances higher-order thinking, communication, and decision-making skills. OSCE are mainly applied in medical education and flipped classrooms are popular in colleges in Taiwan. 

Summary of work 
We applied the flipped education into clinical pharmacy skill class which was for the fifth years student in pharmacy school. Pharmacy students developed OSCE scenarios, scripts for standardized patient and rating scales. In the flipped classroom, pharmacy students played the roles of examiner, standardized patient and examinee. They mimicked the OSCE, examiner gave feedback to the examinee. After the stimulated OSCE, teacher would give feedback as the examiner. At the end of semester, pharmacy students completed the satisfaction questionnaire which included 3 five-level rating scales as well as free response items. The questionnaire asked how satisfied with the course, how satisfied with the handouts, how satisfied with problem-based learning (PBL) case discussions, and thoughts/ suggestion for the flipped classroom in OSCE. 

Result
There were 57 responses for the questionnaire in two classes. Regarding the satisfaction with the course, 47 students (82.5%) said very satisfied, 10 students (17.5%) said satisfied. 45 students (78.9%) showed very satisfied and 12 students (21.1%) were satisfied with the handouts. Regarding the PBL case discussions, 44 students (77.2%) said very satisfied, 13 students (22.8%) said satisfied. The free responses were all positive and highly recommend the flipped classroom in OSCE. 

Discussion
To develop OSCE scenarios, students must understand the course content very detailed, know how to apply the knowledge to clinical situation. Though OSCE is an assessment tool, it also can be a way of learning. 

Conclusion
Knowledge and understanding of subject material are reinforced by using flipped classroom in OSCE. 

References (maximum three) 

1. R. M. Harden. What is an OSCE? Medical Teacher. Volume 10(1), 1988. 

2. Jacqueline O'Flaherty, Craig Phillips. The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education. Volume 25, April 2015, Pages 85-95