Conducting online OSCEs aided by a novel time management web-based system

Abstract

Background Objective Structured Clinical Examinations (OSCEs) are an essential part of the assessment process for medical students. They have traditionally been face-to-face assessments, however, due to the COVID-19 pandemic, medical schools have been forced to attempt to carry them out remotely. OSCEs are difficult to carry out online due to rotation management aspects which make it difficult to synchronize movement of students from one station to another. Methods The authors have developed a dynamic OSCE time management website which aids in solving the movement synchronization issue. This secure website enables participants to view the list of stations they are allowed to enter, and the start and end time of each station. OSCE administrators can control time of entry and monitor progress of the OSCE remotely. Results The authors have used the system to conduct several exams successfully, showing the feasibility and cost effectiveness of this method, as well as user acceptance and satisfaction. In contrast to traditional OSCEs, students are set up in individual virtual rooms for the whole exam while examiners, simulated patients and proctors rotate between them. Conclusions This online OSCE implementation shows feasibility, cost effectiveness and acceptance of this method. The authors found that student outcomes are comparable to traditional OSCEs conducted in the past. There was no significant difference in student marks in one exam compared to last year, while marks were slightly higher in two exams, potentially due to lack of physical exam stations. An unresolved drawback is the inability to assess physical exam stations online, although having students verbally describe what they would do in physical exam situations may be a partial solution.

Evaluation of the Utility of Online Objective Structured Clinical Examination Conducted During the COVID-19 Pandemic

“…Only a few computers and an annual educational subscription in an online meeting platform were needed for the completion of the online exam process. This is congruent with the results of a study by Shaban et al, 13 who reported feasibility, cost effectiveness, practicality, and availability of needed resources locally within the institution. They reported that the only drawback is the inability to assess students’ physical examination skills, which is an understandable and unavoidable drawback of online clinical assessment in general.…”

“…Cronbach’s alpha levels indicated an acceptable level of reliability for this online OSCE. Similar results were reported by Shaban et al, 13 who reported comparable Cronbach’s alpha values between online and conventional OSCE at their institution. Furthermore, Felthun et al 16 reported in their systematic scoping review that teleOSCE (online OSCE) could be able to improve the reproducibility of clinical assessments.…”

“…This was validated by the input of the heads of clinical departments who confirmed the proper coverage of most of the clinical skills by online OSCE. Similar results were reported by Shaban et al, 13 who reported high content and face validity of their online exams that covered the most important clinical competencies except physical examination.…”

“…In another study, Shaban et al 13 also found that implementing online OSCE was acceptable by the students and faculty members. This was also highlighted by Palmer et al 19 in a pre-COVID study on the feasibility and acceptability of an online OSCE as well as Kakadia et al 20 in a study on implementing online OSCE during the COVID-19 pandemic.…”

Adaptations in clinical examinations of medical students in response to the COVID-19 pandemic: a systematic review

“…Once the candidate-patient encounters were complete, candidates filled in their post encounter notes and were placed back into the main Zoom room, and the process repeated for the next case [ 60 , 63 ]. Other studies reported using similar functions in Microsoft Teams [ 37 , 52 , 62 , 68 , 71 ], where candidates remained in a ‘channel’ while simulated patients and examiners rotated between candidates. (Fig.…”