Clinical assessment during a global pandemic – Transitioning to a COVID safe hybrid OSCE

Attenborough, Paul; Towns, Jacquelyn; Fazalbhoy, Azharuddin; Fitzgerald, Kylie

doi:10.1016/j.ijosm.2021.10.004

Cited by 4 publications

(1 citation statement)

References 4 publications

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“…Attenborough et al . [ 16 ] also used a hybrid OSCE mode for assessment of method for fourth-year medical students, in which case, they run a presentation of examination cases which is pre-recorded followed by questions or skills which students had to perform, and instructions and countdown all were included in the presentation itself. Then, they later did asynchronous grading of the student as per the recorded video.…”

Section: Discussionmentioning

confidence: 99%

Development and validation of structured training module for healthcare workers involved in managing pediatric patients during COVID-19 pandemic using “Objective Structured Clinical Examination” (OSCE)

Babu

Pasi

Kalidoss

2023

Journal of Education and Health Promotion

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BACKGROUND: COVID-19 (Coronavirus disease-19) is an ongoing pandemic. COVID vaccine administration in adults has provided some degree of protection from infection but children are still susceptible So, we have to be prepared to handle COVID-19 infection in children by training our healthcare workers by updating both their knowledge and skills. We developed a training module to train our healthcare workers in all domains of learning and also planned related assessment methods to know the effectiveness of the module. MATERIALS AND METHODS: This was a quasi-experimental study with pre- and post-intervention conducted at a tertiary-level teaching medical college in southern India from July to September 2021. The training module was developed as per the “ADDIE” model of the development process module. It was further validated by five experts before implementation. In addition to the quasi-experimental method of evaluation like pre- and post-test, Observed Skill clinical examination (OSCE) had been also used as an assessment tool at the completion of training. A total of 92 participants have been trained as per this module in our tertiary-level care hospital. The association between continuous and categorical variables was assessed using an independent t-test and ANOVA, and paired t-test was used for comparing the difference between pre- and post-test scores. RESULTS: Pre-test scores had no association with years of experience ( P = 0.803) and previous training status of participants ( P = 0.350). The mean difference of pre- and post-test scores was 3.8 and it was statistically significant ( P value < 0.001) A weak positive correlation between pre- and post-test was present by the Spearmen correlation test (r = 0.337). The correlation between post-test score and OSCE score does not have a significant correlation. CONCLUSION: Structured training module was effective in training the participants. Multimode assessment method (Pre-test, Post-test, and OSCE) is an important step to evaluate any training program as compared to only the pre- and post-test methods of evaluation.

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Section: Discussionmentioning

confidence: 99%

Development and validation of structured training module for healthcare workers involved in managing pediatric patients during COVID-19 pandemic using “Objective Structured Clinical Examination” (OSCE)

Babu

Pasi

Kalidoss

2023

Journal of Education and Health Promotion

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Development and Evaluation of an Online Exam for Exercise Physiology During the COVID-19 Pandemic

Burdett¹,

Doorn²,

Jones³

et al. 2022

Journal of Clinical Exercise Physiology

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Background The COVID-19 pandemic necessitated substantial changes to university learning and teaching, notably conversion to online formats. Physical interaction is inherent in an exercise physiology curriculum, but it is unclear whether students' clinical skills can be adequately assessed online. This study describes the development of an online Objective Structured Clinical Examination (OSCE) and aimed to determine its appropriateness for assessing final year undergraduate exercise physiology students' clinical skills. Methods We converted our face-to-face (f2f) OSCE to an online format. This required station adaptation (e.g., editing scenarios to suit a telehealth format), technological considerations (for students, clients, and examiners), personnel and procedural aspects, and pilot testing. Fifteen students completed the online OSCE which was performed in May 2020. All OSCE stations were recorded, then later observed by 4 experienced OSCE examiners who appraised whether online OSCE features were better, worse, or similar to f2f for fairly and accurately assessing student performance across multiple domains (i.e., communication, information technology, procedural and technical components, professionalism, quality of assessment, and risks). Results Of 3,540 responses, 2,846 (80.4%) indicated no difference in quality between the f2f and online OSCEs (P < 0.001). Of the remaining 694 responses, 654 (94.4%) indicated that the online OSCE was worse than f2f (P < 0.001), most notably in the risk domain. Conclusion The online OSCE was a sufficiently accurate and authentic clinical skills assessment for exercise physiology students. With ongoing challenges with clinical assessment posed by COVID-19 and telehealth likely to continue, the online format appears a suitable alternative and could be used to assess students online.

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Considerations for continuing professional development in the post-pandemic era: national experiences from psychiatry

Hazelton,

Ho,

Connolly

et al. 2024

Can. Med. Ed. J

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Introduction: COVID-19 led to rapid innovations in continuing professional development (CPD). We surveyed Canadian Psychiatry CPD directors to understand the pandemic’s impact and to identify effective practices. Methods: In fall 2021, an online 31-item survey was created iteratively based on discussions among CPD educators and disseminated to CPD program leaders at 17 Canadian medical schools through the Council of Psychiatry Continuing Education (COPCE). We collected information on each CPD program, adaptations associated with pandemic restrictions, and intentions regarding future delivery of CPD. Results: Nine responses were received. COVID-19 led to a shift to virtual CPD delivery, with creative and transformative strategies to maintain engagement and online security. Virtual CPD was associated with an increase in attendance and decrease in costs. Many respondents anticipated that virtual or hybrid modalities would continue post-COVID-19. Conclusion: The pandemic led to a pivot to virtual delivery of Psychiatry CPD programming. Hybrid delivery will likely be the prevalent mode of future CPD programming, requiring more technological, financial, and human resources to tackle potential challenges. In times of rapid adaptation, a national network of CPD directors can provide an important venue for knowledge exchange about innovations and effective practices and build capacity of expertise.

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Clinical assessment during a global pandemic – Transitioning to a COVID safe hybrid OSCE

Cited by 4 publications

References 4 publications

Development and validation of structured training module for healthcare workers involved in managing pediatric patients during COVID-19 pandemic using “Objective Structured Clinical Examination” (OSCE)

Development and validation of structured training module for healthcare workers involved in managing pediatric patients during COVID-19 pandemic using “Objective Structured Clinical Examination” (OSCE)

Development and Evaluation of an Online Exam for Exercise Physiology During the COVID-19 Pandemic

Considerations for continuing professional development in the post-pandemic era: national experiences from psychiatry

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