ABSTRACT
Since the COVID-19 pandemic began, there has been a reported surge of ageism toward older adults. Research demonstrates that events perpetuating negative attitudes towards older adults can increase ageism and associated negative outcomes. The purpose of this phenomenological qualitative study was to explore how older adults navigated experiences of ageism and their social relationships during the COVID-19 pandemic. Semi-structured interviews with adults ages 60 and older were conducted between February and April of 2021 over Zoom. Data were coded using an iterative, inductive approach and thematic analysis was performed to draw themes from the data. A total of 24 participants ages 61-80 (mean = 70.6) were interviewed. Most participants identified as white (n = 19) female (n = 14), retired (n = 21) and had at least a bachelor's degree (n = 22). Findings showed that participants experienced ongoing ageism but did not report ageist experiences associated specifically with COVID-19. Ageist experiences, unrelated to COVID-19, as shared by participants included assumptions about older adults' (in)ability to use technology, ageism in professional settings, and feelings that ageism is an inevitable part of growing older. Future research should examine the impact of intersectionality on this topic within more diverse populations and explore potential differences that may have occurred throughout different stages of the pandemic.
ABSTRACT
Objective: This paper describes the development and feasibility evaluation of a formative remote objective structured clinical examination (OSCE) for second-year students in a four-year Bachelor of Pharmacy (B.Pharm.) honours programme. Methods. A five-station remote formative OSCE was developed and implemented using Microsoft Teams. The authors used a post-OSCE evaluation, in combination with the results of a students' survey and comprehensive feedback from faculty. Results: A total of seventy second-year B.Pharm. (Hons.) students participated in the online OSCE. Based on the post-OSCE evaluation, about 80% of students agreed that the OSCE ran smoothly. Respondents agreement on the time allocated to complete each station varied between 63.6% and 81.8%. Time allocation for each station and internet connectivity were raised as the main concerns by both the students and the faculty. Conclusion: A remote online OSCE is a feasible strategy for assessment of various skills based on different tasks, reflecting the scope of practice for future pharmacists, and offers a promising direction towards the assessment of such practical skills. Online OSCE planning, development and evaluation are in themselves useful for clarifying assessment goals, processes, hindrances, and affordances