Fully online OSCEs: A large cohort case study

Ryan, Anna; Carson, Aimee; Reid, Katharine; Smallwood, David M.; Judd, Terry

doi:10.15694/mep.2020.000214.1

Cited by 15 publications

(29 citation statements)

References 6 publications

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“…With slight modifications and creativity, it is possible to assess online almost all skills usually included in a face-to-face OSCE [ 3 ]. Trials also showed that good planning and training could overcome common hurdles to successful OSCEs, such as a large number of students, the use of simulated patients, and the operation of multiple concurrent stations [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

Malaysian pharmacy students’ perspectives on the virtual objective structured clinical examination during the coronavirus disease 2019 pandemic

Elnaem

Akkawi²,

Nazar

et al. 2021

J Educ Eval Health Prof

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Purpose: This study investigated pharmacy students’ perceptions of various aspects of virtual objective structured clinical examinations (vOSCEs) conducted during the coronavirus disease 2019 pandemic in Malaysia.Methods: This cross-sectional study involved third- and fourth-year pharmacy students at the International Islamic University Malaysia. A validated self-administered questionnaire was distributed to students who had taken a vOSCE a week before.Results: Out of the 253 students who were approached, 231 (91.3%) completed the questionnaire. More than 75% of the participants agreed that the instructions and preparations were clear and helpful in familiarizing them with the vOSCE flow. It was found that 53.2% of the respondents were satisfied with the flow and conduct of the vOSCE. However, only approximately one-third of the respondents believed that the tasks provided in the vOSCE were more convenient, less stressful, and easier to perform than those in the conventional OSCE. Furthermore, 49.7% of the students favored not having a vOSCE in the future when conducting a conventional OSCE becomes feasible again. Internet connection was reported as a problem hindering the performance of the vOSCE by 51.9% of the participants. Students who were interested in clinical pharmacy courses were more satisfied than other students with the preparation and operation of the vOSCE, the faculty support, and the allocated time.Conclusion: Students were satisfied with the organization and operation of the vOSCE. However, they still preferred the conventional OSCE over the vOSCE. These findings might indicate a further need to expose students to telehealthcare models.

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Section: Introductionmentioning

confidence: 99%

Malaysian pharmacy students’ perspectives on the virtual objective structured clinical examination during the coronavirus disease 2019 pandemic

Elnaem

Akkawi²,

Nazar

et al. 2021

J Educ Eval Health Prof

View full text Add to dashboard Cite

show abstract

“…Orientation programmes for students and faculty should be conducted to make them familiarize with synchronous online OSCE. 15 Limitations: The limitation of this study was the limited number of students. A large cohort of the students should be used to generalized the results.…”

Section: Discussionmentioning

confidence: 97%

“…Orientation programmes for students and faculty should be conducted to make them familiarize with synchronous online OSCE. 15 …”

Section: Discussionmentioning

confidence: 99%

Objective Structured Clinical Examination? How students perceive their learning after OSCE

Yusuf

2021

Pak J Med Sci

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Objective: Assessment of skills is an important part of medical education. The objective was to find out how students perceive their learning after being assessed through OSCE. Methods: It was a mixed convergent parallel study. The study was carried out in the gynaecology department of a private medical college in Lahore. Five groups of final year students posted for rotation in gynae wards were included in this study. Each group comprised of 18 students. They were exposed to OSCE once daily. After completion of one month, students were given a feedback questionnaire (developed and validated by medical educationists) and a focus group discussion was carried out. Eight participants were selected from each group randomly and interviews were recorded. Interviews were transcribed verbatim. Results: Quantitative data calculated by SPSS 21 and results were calculated as frequencies. Qualitative analysis was based on word frequency count and thematic analysis was followed. Almost 65.2% of the student Shows agreement to the response that OSCE should be part of internal assessments. Whereas 15% shows disagreement and 9% remain neutral. The themes extracted after interviews were, better assessment tool, exam fear, knowledge, confidence and change learning style. thus, triangulating the data. The outcome measured was the result of the final professional of obstetrics and gynaecology year 2017-2018 batch. The success rate was 100% in gynae/obs and one student was able to get a distinction. Conclusion: Students perceived OSCE as a better assessment tool that increased their knowledge and confidence level. Thus, they were an opinion that OSCE should be part of examinations held in college. doi: https://doi.org/10.12669/pjms.37.4.4005 How to cite this:Yusuf L. Objective Structured Clinical Examination? How students perceive their learning after OSCE. Pak J Med Sci. 2021;37(4):---------. doi: https://doi.org/10.12669/pjms.37.4.4005 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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“…With the onset on COVID it became impossible to hold face-to-face OSCE examinations. In common with other institutions, we introduced an online OSCE 39,40 . This has limitations compared to a face-to-face OSCE as the students cannot be assessed in tasks that require physical contact with patients but does provide a good assessment of other clinical tasks.…”

Section: Discussionmentioning

confidence: 99%

Blended Learning in Healthcare Education

Leinster

Pereira

Down

et al. 2021

MRAJ

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Blended learning is an approach to learning that combines face-to-face instruction with e-learning experiences. It draws on the advantages of each approach while seeking to mitigate their recognised disadvantages. The Master in Oncoplastic Breast Surgery programme at UEA is aimed at advanced surgical trainees working in approved training units in the UK and internationally. It comprises a series of complex cases discussed by the students in an on-line, asynchronous discussion forum moderated by a member of faculty. Students can participate at their convenience despite varied clinical rotas and different time zones. A case-based, flipped learning course for surgical trainees was piloted. Instructional materials for each case were provided. Students joined in an asynchronous, moderated discussion forum. 64 trainees randomised into 2 groups participated. They sat a pre-test Script Concordance Test (SCT). Group A then commenced the on-line course while Group B continued with their usual hospital-based teaching. After 8 weeks, they sat the same SCT. Group B then joined the on-line course along with Group A. After week 16, they sat another SCT. Pre-test scores for both groups were the same (A 6.45; B 6.59 p=0.78). At 8 weeks Group A’s scores had improved significantly (7.96 p<0.001) while Group B’s remained unchanged (6.54). At 16 weeks the scores had equalised (A 7.13; B 7.18). The trainees self-rating of confidence in managing 8 common surgical emergencies followed a similar pattern. Our experience suggests that on-line learning that is highly interactive can add value to the usual postgraduate clinical training. We are exploring its utility in other settings such as training nurse associates, and in breast care nursing in the UK and developing countries. We have introduced 3600 filming and virtual reality in teaching practical skills and providing induction training for complex clinical environments.

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Fully online OSCEs: A large cohort case study

Cited by 15 publications

References 6 publications

Malaysian pharmacy students’ perspectives on the virtual objective structured clinical examination during the coronavirus disease 2019 pandemic

Malaysian pharmacy students’ perspectives on the virtual objective structured clinical examination during the coronavirus disease 2019 pandemic

Objective Structured Clinical Examination? How students perceive their learning after OSCE

Blended Learning in Healthcare Education

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