Changing Student Perception of an Online Integrated Structured Clinical Examination During the COVID-19 Pandemic [Response to Letter]

Ganesananthan, Sashiananthan; Li, Chunhei; Woo, Timothy; Donnir, Anastasia; Wijaya, Anthony; Khajuria, Ankur

doi:10.2147/amep.s339273

Cited by 2 publications

(9 citation statements)

References 7 publications

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“…Despite the technical difficulties mentioned, the fourth principal component ‘Attitudes towards the technology used for the online exams’ was statistically and significantly negatively correlated with the overall satisfaction of students; therefore, the technical failures did not affect their overall positive perception. Training ahead of the online exam on its structure and methodology and conducting an online mock exam are considered protective factors to student stress 14,15,42 . This is in agreement with our findings, where the large majority of students felt that training and mock exam were adequate to familiarize them with the exam (mean 4.43, Question 3) and these initiatives made them less anxious (mean 4.06, Question 4).…”

Section: Discussionsupporting

confidence: 91%

“…Online assessment poses several challenges such as remote invigilation, technical difficulties such as interruption of the student or faculty internet connection, computer crashes, difficulty in finding a quiet place to take the exam, need to master the technology so that the focus is on the exam and not on the hardware or software used, and many other obstacles 14 . A number of recent studies exist that show the effectiveness and student perceptions of online exams (with or without e‐invigilation) 14–20 . Online assessment has been implemented and evaluated, among others, for pre‐clinical fixed prosthodontics, 21,22 oral radiology, 23 dental anatomy, 24 periodontology 25 and for online OSCEs to test students' clinical competencies 17–19,25 .…”

Section: Introductionmentioning

confidence: 99%

“…14 A number of recent studies exist that show the effectiveness and student perceptions of online exams (with or without e-invigilation). [14][15][16][17][18][19][20] Online assessment has been implemented and evaluated, among others, for pre-clinical fixed prosthodontics, 21,22 oral radiology, 23 dental anatomy, 24 periodontology 25 and for online OSCEs to test students' clinical competencies. [17][18][19]25 Various conclusions and recommendations were drawn in relation to the pedagogical, technological and emotional aspects of this methodology.…”

Section: Introductionmentioning

confidence: 99%

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Dental students' and faculty perception of online exams with e‐invigilation in Cyprus

Giannakopoulos

Kavadella

Kavvadia

et al. 2023

Eur J Dental Education

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IntroductionDuring the recent pandemic, e‐learning and e‐assessment methods have been implemented worldwide, providing opportunities for further implementation in the dental curriculum. This study aims to research the dental students' and dental faculty's perceptions of online exams with e‐invigilation.Materials and MethodsOnline questionnaires were developed and delivered, after three semesters of online exams, to all students and faculty. Descriptive statistics were performed, and answers were grouped into Principal Components (PC) using Principal Component Analysis (PCA). Statistical significance was set at p < .05.ResultsTwo‐hundred and sixty dental students (83.7%) and 24 dental faculty members (63.1%) answered the online questionnaires. PCA of students' responses revealed 4 PC, ‘University support to students’, ‘Comparison between online and face‐to‐face exams’, ‘Preparation for the online exams’ and ‘Attitudes towards the technology used for the online exams’. PCA of faculty responses revealed 5 PC: ‘Comparison between online and face‐to‐face exams’, ‘University support to faculty’, ‘Faculty attitudes towards the exam procedures’, ‘Human factors associated with the exam procedures’ and ‘Exam invigilation’. The overall satisfaction was high for both staff and students (higher for students and female staff). Students with previous experience in online exams scored more positively than first‐year students. University support, process‐related stress and e‐invigilation were highlighted.ConclusionsThe overall satisfaction with the e‐exams was high, despite the technical problems, time‐consuming processes and related stress. University support (training, IT support and resources) and mock exams emerged as important elements of online exams, as was the e‐invigilation, which students perceived as efficient and non‐intrusive.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Dental students' and faculty perception of online exams with e‐invigilation in Cyprus

Giannakopoulos

Kavadella

Kavvadia

et al. 2023

Eur J Dental Education

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“…Of the 44 articles reporting practical assessment, 32 were conducted online, 16,24,25,34,37,38,49,51–58,62,64–71,75–82 4 were conducted in person 36,59,60,63 and 8 used a hybrid format of assessment 17,21,23,26,61,72–74 . Several competencies such as professionalism, clinical reasoning and history‐taking were assessed using OSCE; however, none of the OSCE conducted online could assess hands‐on skills.…”

Section: Resultsmentioning

confidence: 99%

“…Of the 67 primary research papers, 11 did not mention the number of participants in the study, and 2 studies 16,17 reported the lowest number of participants with three participants each. Similarly, two studies 18,19 reported the highest number of participants with 593 participants each.…”

Section: Overall Characteristics Of the Reviewed Articlesmentioning

confidence: 99%

Innovations in assessment in health professions education during the COVID‐19 pandemic: A scoping review

Giri,

Stewart

2023

The Clinical Teacher

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BackgroundAfter an initial period of uncertainty during the COVID‐19 pandemic, medical universities responded to the pandemic by innovating their methods of teaching‐learning and assessment. This scoping review aimed to identify innovations in assessment in medical, dental and nursing education at the undergraduate and postgraduate levels during the pandemic.MethodsThis review was conducted utilising Arksey and O'Malley's framework where three electronic databases—PubMed, Embase and Web of Science—were systematically searched in February 2022 for articles in English describing innovations in assessments published in or after January 2020.ResultsA total of 70 articles were included in the review. Among the primary research articles, 82.1% reported online assessment, 76.1% were related to medical speciality, 74.6% described assessment at the undergraduate level, 68.7% described summative assessment and 58.2% reported assessment of practical skills. All assessments of theoretical knowledge were done virtually with MCQ being the most used assessment tool and virtual OSCE being the most popular assessment tool to assess practical skills; however, it was acknowledged that the assessment of procedural skills was its limitation. Although the studies described the newer forms of assessments as feasible and acceptable, few studies reported the reliability and validity of the assessments.ConclusionsThis scoping review identified several innovations in assessment during the COVID‐19 pandemic with an overall shift towards virtual or hybrid forms of assessment. However, there was a dearth of evidence regarding the effectiveness of these assessment tools suggesting a need for more research before the tools can be implemented post‐pandemic.

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Changing Student Perception of an Online Integrated Structured Clinical Examination During the COVID-19 Pandemic [Response to Letter]

Cited by 2 publications

References 7 publications

Dental students' and faculty perception of online exams with e‐invigilation in Cyprus

Dental students' and faculty perception of online exams with e‐invigilation in Cyprus

Innovations in assessment in health professions education during the COVID‐19 pandemic: A scoping review

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