COVID-19 pandemic prompts the development of a Web-OSCE using Zoom teleconferencing to resume medical students’ clinical skills training at Weill Cornell Medicine-Qatar

Major, Stella; Sawan, Lan; Vognsen, Joshua; Jabre, Moune

doi:10.1136/bmjstel-2020-000629

Cited by 60 publications

(79 citation statements)

References 1 publication

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“…Although our pilot project identified how the use of virtual SPs can support communication and interpersonal skills among learners, we realize that within healthcare education there is a need to develop ways to conduct physical examinations virtually, as learners become frustrated with the inability to perform physical examinations [17]. Further, we recommend that, in the event that simulations end abruptly due to technological breakdown, a backup form of communication or an administrator be available to re-establish contact in a timely manner.…”

Section: Recommendations and Next Stepsmentioning

confidence: 99%

Implementing Virtual Simulated Person Methodology to Support the Shift to Online Learning: Technical Report

Peisachovich¹,

Silva²,

Penhearow³

et al. 2020

Cureus

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The COVID-19 pandemic has dramatically changed how education is delivered worldwide. The resultant rise of e-learning, whereby teaching is undertaken remotely and on digital platforms, has extensively impacted universities and other higher education organizations around the world. One approach to support this change in education delivery is the use of virtual simulation approaches. Our team at SimXSpace has piloted a virtual workshop using Zoom, an online video-conferencing platform, and virtual simulated persons (SPs) to support communication and interpersonal skills among learners. The main objective of the pilot virtual workshop was to develop and implement the SP methodology remotely via the Zoom platform (Zoom Video Communications, San Jose, California) and to evaluate its effectiveness as an immersive environment for simulation. The virtual workshop involved four instructors who intend to implement virtual SPs within their courses, two workshop facilitators, and two SPs. The workshop was conducted synchronously using Zoom features. The workshop followed a predefined structure and was completed as planned. Outcomes suggest that remote simulation delivery using virtual SPs and delivered online via Zoom is feasible and provides an effective environment in which to conduct SP methodology to teach communication and interpersonal skills. The findings suggest that remote simulation and virtual SPs can support experiential education and provide an effective and engaging learning environment. The virtual workshop was successful and laid a foundation for future online training programs for the use of SP methodology. Moreover, it formed an effective outline for subsequent iterations of this virtual training workshop and prompted discussion of plans for future workshops with various programs across a pan-university context.

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Section: Recommendations and Next Stepsmentioning

confidence: 99%

Implementing Virtual Simulated Person Methodology to Support the Shift to Online Learning: Technical Report

Peisachovich¹,

Silva²,

Penhearow³

et al. 2020

Cureus

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“…For instance, drawing from professionalisation experiences, a study conducted by Major et al (2020) reported that third-year obstetrics and gynaecology clerkship students used Zoom to conduct clinical activities to cover the clinical skills assessment component of their curriculum during the COVID lockdown. These students used Zoom to cover their curriculum and assessment practices remotely (to maintain their professionalisation experience).…”

Section: Personalisation Experiences Of Using Digital Technologies Anmentioning

confidence: 99%

Students’ experiences of using digital technologies to address their personal research needs during the COVID-19 lockdown

Sokhulu

2020

African Identities

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Digital technologies have been developed for postgraduate students to help them to access data and published research, write their dissertations, and communicate with their supervisors. In South Africa, the COVID-19 pandemic has compelled masters students to make greater use of digital technologies to ensure continuity and productivity under government-imposed lockdown at home. In previous studies, students have been observed to use digital technologies to address professionalisation or socialisation experiences at the expense of personalisation experience. This qualitative case study of five master's students explores their experiences of using digital technologies during the COVID-19 lockdown. The participants were purposively selected from a larger sample of 14 students who participated in the researcher's doctoral study. Semi-structured interviews, focus group discussion and questionnaire methods were conducted with the participants, and inductive (thematic) analysis, in conjunction with deductive analysis (using the Persona-Tech analytical framework proposed in this study) was used to analyse and interpret the data. The findings revealed that some participants were aware of their personal research needs, and were able to identify digital technologies suitable for their studies during the COVID-19 pandemic. In the process of knowing and understanding their research needs, the participants became problem-centred and be able to tolerate uncertainty caused by COVID-19. These participants emphasised convenience and continuity. However, other participants experienced the unsystematic introduction of these digital technologies as a barrier to usage. This study suggests that researchers combine their socialisation and professionalisation experiences of using technology to create a personalisation experience that addresses their individual research needs.

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“…Most of the recent reports of 'remote' OSCE implementations involve the use of one videoconferencing platform or another (e.g. Palmer et al, 2015;Craig, Kasana and Modi, 2020;Lara et al, 2020;Major et al, 2020;Qatar University, 2020) with a relatively high degree of success. What they are missing however, is scale.…”

Section: Introductionmentioning

confidence: 99%

Fully online OSCEs: A large cohort case study

Ryan¹,

Carson²,

Reid³

et al. 2020

MedEdPublish

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Objective Structured Clinical Examinations (OSCEs) are extensively used for clinical assessment in the health professions. However, current social distancing requirements (including on-campus bans) at many universities have made the co-location of participants for large cohort OSCEs impossible. While there is a developing literature on remote OSCEs, particularly in response to the COVID-19 pandemic, this is dominated by approaches dealing with small participant numbers. This paper describes our recent large scale (n = 361 candidates) implementation of a remotely delivered 2 station OSCE. The planning for this OSCE was extensive and involved comprehensive candidate, examiner and simulated patient orientation and training. Our processes were explicitly designed to develop platform familiarity for all participants and included building on remote tutorial experiences and device testing. Our remote OSCE design and logistics made use of using existing enterprise solutions including videoconferencing, survey and collaboration platforms and allowed extra time between candidates in case of technical issues. We describe our process in detail including examiner, simulated patient, and candidate perspectives to provide precise detail, hopefully assisting other institutions to understand and adopt our approach. Although logistically complex, we have demonstrated that it is possible to deliver a remote OSCE assessment involving a large student cohort with a limited number of stations using commonly available enterprise solutions. We recognise it would be ideal to sample more broadly across stations and examiners, yet given the constraints of our current COVID-19 impacted environment, we believe this to be an appropriate compromise for a non-graduating cohort at this time.

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COVID-19 pandemic prompts the development of a Web-OSCE using Zoom teleconferencing to resume medical students’ clinical skills training at Weill Cornell Medicine-Qatar

Cited by 60 publications

References 1 publication

Implementing Virtual Simulated Person Methodology to Support the Shift to Online Learning: Technical Report

Implementing Virtual Simulated Person Methodology to Support the Shift to Online Learning: Technical Report

Students’ experiences of using digital technologies to address their personal research needs during the COVID-19 lockdown

Fully online OSCEs: A large cohort case study

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