A toolbox for conducting an online OSCE

Shehata, Mohamed Hany; Kumar, Archana Prabu; Arekat, Mona R.; Alsenbesy, Mohamed; Ansari, Ahmed; Atwa, Hani; Ahmed, Samar; Salem, Abdel Halim

doi:10.1111/tct.13285

Cited by 38 publications

(42 citation statements)

References 14 publications

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“…Ensuring the quality of online learning is of utmost importance especially during the times of crises [ 38 – 40 ] and dependence totally or partially on online learning. Effort was exerted into experience to apply scientific methodology in identifying the different aspects of best practice descriptors and their success indicators.…”

Section: Discussionmentioning

confidence: 99%

A guide for evaluation of online learning in medical education: a qualitative reflective analysis

et al. 2021

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Background With the strike of Covid-19, an unprecedented rapid shift to remote learning happened worldwide with a paradigm shift to online learning from an institutional adjuvant luxury package and learner choice into a forced solo choice. This raises the question of quality assurance. While some groups have already established standards for online courses, teaching and programs yet very little information is included on methodology of their development and very little emphasis is placed on the online learning experience. Nevertheless, no work has been done specifically for medical education institutions. Aim To develop a set of descriptors for best practice in online learning in medical education utilizing existing expertise and needs. Methods This work utilizes a qualitative multistage approach to identify the descriptors of best practice in online learning starting with a question guided focus group, thematic analysis, Delphi technique and an expert consensus session done simultaneously for triangulation. This was done involving 32 institution in 19 countries. Results This materialized into the development of a set of standards, indicators, and development of a checklist for each standard area. The standard areas identified were organizational capacity, educational effectiveness, and human resources each of which listed a number of standards. Expert consensus sessions identified the need for qualification of data and thus the development of indicators for best practice. Conclusion Standards are needed for online learning experience and their development and redesign is situational and needs to be enhanced methodologically in axes that are pertaining to the needs of the education community. Taking such axes into consideration by educators and institutions will lead to planning and implementing successful online learning activities, while taking them into consideration by the evaluators will help them conduct comprehensive audits and provide stakeholders with highly informative evaluation reports.

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Section: Discussionmentioning

confidence: 99%

A guide for evaluation of online learning in medical education: a qualitative reflective analysis

et al. 2021

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“…According to recently published recommendations for conducting online OSCEs, detailed planning and proper use of workforce and resources are essential for preparing a smooth and convenient assessment experience [ 7 ]. In our study, the majority of students had positive perceptions concerning the faculty initiatives in planning for the vOSCE.…”

Section: Discussionmentioning

confidence: 99%

Malaysian pharmacy students’ perspectives on the virtual objective structured clinical examination during the coronavirus disease 2019 pandemic

Elnaem

Akkawi²,

Nazar

et al. 2021

J Educ Eval Health Prof

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Purpose: This study investigated pharmacy students’ perceptions of various aspects of virtual objective structured clinical examinations (vOSCEs) conducted during the coronavirus disease 2019 pandemic in Malaysia.Methods: This cross-sectional study involved third- and fourth-year pharmacy students at the International Islamic University Malaysia. A validated self-administered questionnaire was distributed to students who had taken a vOSCE a week before.Results: Out of the 253 students who were approached, 231 (91.3%) completed the questionnaire. More than 75% of the participants agreed that the instructions and preparations were clear and helpful in familiarizing them with the vOSCE flow. It was found that 53.2% of the respondents were satisfied with the flow and conduct of the vOSCE. However, only approximately one-third of the respondents believed that the tasks provided in the vOSCE were more convenient, less stressful, and easier to perform than those in the conventional OSCE. Furthermore, 49.7% of the students favored not having a vOSCE in the future when conducting a conventional OSCE becomes feasible again. Internet connection was reported as a problem hindering the performance of the vOSCE by 51.9% of the participants. Students who were interested in clinical pharmacy courses were more satisfied than other students with the preparation and operation of the vOSCE, the faculty support, and the allocated time.Conclusion: Students were satisfied with the organization and operation of the vOSCE. However, they still preferred the conventional OSCE over the vOSCE. These findings might indicate a further need to expose students to telehealthcare models.

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“…However, few medical schools, including ours, tried implementing innovative methods of assessment during COVID 19, to assess various aspects of medical training, including history taking skills, interpretation skills, clinical judgment skills, communication skills and so on. [ 43 44 ]…”

Section: Discussionmentioning

confidence: 99%

Evaluation of curricular adaptations using digital transformation in a medical school in arabian gulf during the COVID-19 pandemic

Kumar

Ansari

Shehata

et al. 2020

J Microsc Ultrastruct

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Background: Several institutions adopted innovative approaches to ensure continued learning for their students during the COVID-19 pandemic. All curricular innovations should undergo curriculum evaluation; hence, the objective of this paper was to share the salient features of evaluation using faculty and student's feedback on curricular adaptations implemented through digital transformation in a Medical School in Arabian Gulf during the COVID-19 pandemic, using a structured questionnaire. Methodology: After getting informed consent, feedback about acceptability and limitations regarding various aspects of curricular adaptations was obtained from students and faculty, using a structured and validated questionnaire. The response rate from faculty and students was 90% and 60%, respectively. The qualitative responses were analyzed using thematic analysis. Results: About 97% agreed that Modular Object-Oriented Dynamic Learning Environment, ZOOM, and Examsoft platforms were effective for curriculum delivery and assessment. 85% agreed that they were able to maintain online interactivity and 92% conveyed their willingness to continue to use these digital innovations even after the end of pandemic. “Lack of interactivity,” “missed clinical training,” “live sessions were more engaging than recorded ones” were the prominent themes emerged out of thematic analysis. All faculty and students expressed concern over the lack of clinical training involving real patients. All of them expressed appreciation to the university and faculty for their enormous efforts. Conclusion: Innovative ways should be considered to start clinical teaching with real patients, during pandemic. The learning outcomes of digital learning should be validated across all institutions. New indicators related to “digital learning” should be considered for accreditation of medical schools.

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A toolbox for conducting an online OSCE

Cited by 38 publications

References 14 publications

A guide for evaluation of online learning in medical education: a qualitative reflective analysis

A guide for evaluation of online learning in medical education: a qualitative reflective analysis

Malaysian pharmacy students’ perspectives on the virtual objective structured clinical examination during the coronavirus disease 2019 pandemic

Evaluation of curricular adaptations using digital transformation in a medical school in arabian gulf during the COVID-19 pandemic

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