Conduct and evaluation of final-year medical student summative assessments in Psychiatry and Addiction Medicine during COVID-19: an Australian University Medical School experience

Abstract

Objective: To describe and share with the medical education community, the conduct and evaluation of summative graduate medical student assessments in Psychiatry and Addiction Medicine during COVID-19 at an Australian university. Methods: Summative assessments were redesigned as follows: written assessments were administered via an online platform (WATTLE), while the Objective Structured Clinical Examinations (OSCE) were conducted via a secure video-conferencing software (Zoom). Results: Our preliminary analysis of the summative assessments indicated that both examiners and students adapted to the format, with overall performance of the students showing no variation due to timing of the assessment (earlier versus later in the day) and performances similar to face-to-face assessments in previous years. Examiners also expressed positive feedback on the assessment process. Conclusions: Our graduate fourth-year medical student summative assessments were effectively conducted using online and video-conferencing software in accordance with existing COVID-19 pandemic public health measures for physical distancing and hygiene.

Final-year medical student Psychiatry and Addiction Medicine synchronous summative tele-assessments during a COVID-19 Delta-variant stay-at-home lockdown

“…Based on feedback from last year’s remote assessment, we planned for 5-minute breaks between consecutive student assessments. 7 Students read the single-page examination instructions on an examiner video-conference shared-screen for a maximum of five minutes, during a total observed assessment period of 20 minutes. Students had the option to commence the interview as soon as they wished.…”

“…This obviated the need for examiners to move students through the individual pages of instructions that proved problematic in 2020. 7 There were 2-minute breaks between students for the mental state examination OSCE to reduce examiner fatigue. Spare examination slots were included at strategic points in the OSCE timetables to cater for potential connectivity or other technical problems.…”

Medical education in psychiatry and addiction medicine: pandemic education as usual or the new normal?

“…1 During the pandemic, our Medical School successfully conducted and validated invigilated-online summative written (multiple choice and extended matching) and Objective Structured Clinical Examination (OSCE) summative assessments for 100 students in Psychiatry and Addiction Medicine in 2020, and 2021. [2][3][4] Students' performance was comparable to face-to-face written and clinical assessments for prior years, and comparable for the 2020 and 2021 online assessments. 3,4 Currently, there remain outbreaks of Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2) variants (Delta, Omicron and BA.2) in Australia and specific public health measures for healthcare (masks, distancing).…”

“…[2][3][4] Students' performance was comparable to face-to-face written and clinical assessments for prior years, and comparable for the 2020 and 2021 online assessments. 3,4 Currently, there remain outbreaks of Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2) variants (Delta, Omicron and BA.2) in Australia and specific public health measures for healthcare (masks, distancing). Face-to-face clinical teaching is preserved, but group faceto-face teaching remains limited due to physical distancing requirements.…”

“… 2 – 4 Students’ performance was comparable to face-to-face written and clinical assessments for prior years, and comparable for the 2020 and 2021 online assessments. 3 , 4 …”