Healthcare professionals are standing against the widespread use of e-cigarettes among the population, especially young adults. E-cigarettes are generally introduced, especially via social media platforms, as a safer alternative to conventional cigarette smoking. The aim of this study was to measure the prevalence of e-cigarette use among healthcare professions students at the University of Jordan, as well as to explore their knowledge and attitudes toward the use of e-cigarettes. An anonymous Google-Form^®-based cross-sectional questionnaire was presented to potential participants at the University of Jordan. Students’ responses were analyzed using SPSS^® 23.0 software. A total of 679 online surveys were completed. About 37.4% of students reported using e-cigarettes at least once in their lifetime and about 20% of students were current e-cigarette users. The multivariate analysis showed that the factors associated with E-cigarette smoking are being male, having mothers, siblings, or friends using e-cigarettes, having easy access to e-cigarettes, and having social media as the main source of knowledge regarding e-cigarettes. The relatively high acceptance level and use of e-cigarettes among health professions students should be an alarming sign to decision-makers to give more attention to legislation that controls tobacco products including e-cigarette selling and advertising.

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.