High-Fidelity Virtual Objective Structured Clinical Examinations with Standardized Patients in Nursing Students: An Innovative Proposal during the COVID-19 Pandemic

Arrogante, Óscar; López-Torre, Eva María; Carrión-García, Laura; Polo, Alberto; Jiménez-Rodríguez, Diana

doi:10.3390/healthcare9030355

Cited by 26 publications

(26 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Three descriptive studies (see Table 6) conducted in Spain, 36 Japan 37 and USA 38 provided evidence for the effectiveness of alternative educational delivery strategies for nursing students studying a specific module in human genomics, 37 simulation in paediatric clinical practice 38 and for the delivery of remote OSCEs with COPD patients 36 during the COVID-19 pandemic. All three studies compared a group of students receiving a remotely delivered educational package with a group receiving standard, in-person education.…”

Section: Resultsmentioning

confidence: 99%

“…Weston and Zauche 38 substituted virtual simulation using the i-Human platform to replace in-person clinical practice and simulation laboratory learning. Outcomes explored were competency (n=2) 36,37 confidence (n=1), 37 and knowledge (n=2). 37,38…”

Section: Resultsmentioning

confidence: 99%

“…Weston and Zauche 38 substituted virtual simulation using the i-Human platform to replace inperson clinical practice and simulation laboratory learning. Outcomes explored were competency (n=2) 36,37 confidence (n=1), 37 and knowledge (n=2). 37,38 The evidence suggests that levels of competency were the same and levels of confidence were higher when learning or assessment was conducted virtually (2020) compared to in-person pre-COVID (2019).…”

Section: Overview Of Evidence Base For Nursing Studentsmentioning

confidence: 99%

See 2 more Smart Citations

A rapid review of the effectiveness of alternative education delivery strategies in medical, dental, nursing and pharmacy education during the COVID-19 pandemic

Carrier

Edwards

Tombs

et al. 2022

Preprint

View full text Add to dashboard Cite

Background Education delivery in higher education institutions was severely affected by the COVID-19 pandemic, with emergency remote teaching developed and adapted promptly for the circumstances. This rapid review investigated the effectiveness of alternative education delivery strategies during the pandemic for medical, dental, nursing and pharmacy students, to help plan and adapt further education provision. Methods We included 23 primary studies in undergraduate education, all published in 2020-2021, no relevant UK-based or postgraduate studies were found. Included studies comprised 10 single cohort descriptive; 11 comparative descriptive; and two RCTs. There was considerable variability in terms of students, type of distance learning, platforms used and outcome measures. Results In medicine (n=14), self-reported competency and confidence, and demonstrable suturing skills were achieved through participating in remote learning. However, lower levels of knowledge were obtained by students who received virtual or blended learning compared to in-person teaching (low-very low confidence). Using bespoke interactive platforms in undergraduate medical training was superior to standard video (low confidence) or textbook presentations (very low confidence). In dentistry (n=2), remote learning led to knowledge gained (low confidence), but self-reported practical and interpersonal skills were lower with remote rather than in-person learning (very low confidence). In nursing (n=3), remote learning, when compared to in-person, resulted in similar knowledge and self-reported competency levels (very low confidence) pre-COVID, but confidence was higher when learning or assessment was conducted virtually (low confidence). In pharmacy (n=4), virtual learning was associated with higher skills, but lower knowledge compared to in-person, pre-COVID; self-reported competency and confidence scores were similar between the two groups (very low confidence). Conclusions Remote teaching was valued, and learning was achieved, but the comparative effectiveness of virtual versus in-person teaching is less clear. Supplementary alternative or in-person practical sessions may be required post-emergency to address learning needs for some disadvantaged student groups.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Overview Of Evidence Base For Nursing Studentsmentioning

confidence: 99%

See 1 more Smart Citation

A rapid review of the effectiveness of alternative education delivery strategies in medical, dental, nursing and pharmacy education during the COVID-19 pandemic

Carrier

Edwards

Tombs

et al. 2022

Preprint

View full text Add to dashboard Cite

show abstract

“…Moreover, studies running similar virtual OSCEs have shown that it is cost-efficient, useful and feasible in the current global situation with a potential role even in the post-pandemic phase [ 15 ]. As our OSCE workshops were all online, we were able to reach students on an international level, thus providing students from across the world with the opportunity to participate and access resources that they may have otherwise been unable to reach if the sessions were run in-person.…”

Section: Discussionmentioning

confidence: 99%

Assessing the utility of virtual OSCE sessions as an educational tool: a national pilot study

et al. 2022

View full text Add to dashboard Cite

Background Objective Structured Clinical Examinations (OSCEs) are a common form of assessment used across medical schools in the UK to assess clinical competence and practical skills and are traditionally held in an in-person format. In the past, medical students have often prepared for such exams through in-person peer-assisted learning (PAL), however, due to the recent Covid-19 pandemic, many in-person teaching sessions transitioned to online-based formats. There is currently a paucity of research on the utility of virtual PAL OSCE sessions and thus, we carried out a national pilot study to determine the feasibility of virtual OSCE teaching via feedback from participants and examiners. Methods A total of 85 students from 19 UK-based medical schools with eight students based internationally attended the series of online OSCE workshops delivered via Zoom®. All students and examiners completed a feedback questionnaire at the end of each session regarding parameters, which included questions on pre-and post-workshop confidence in three OSCE domains: history-taking, communication and data interpretation. A Likert scale using 5 Likert items was used to self-report confidence, and the results were analysed using the Mann-Whitney U test after assessing for normality using the Shapiro-Wilk test. Results Results from student feedback showed an increase in confidence for all three OSCE domains after each event (p < 0.001) with 69.4% agreeing or strongly agreeing that online OSCE sessions could sufficiently prepare them for in-person exams. Questionnaire feedback revealed that 97.6% of students and 86.7% of examiners agreed that virtual OSCE teaching would be useful for preparing for in-person OSCE examinations after the pandemic. Conclusion Most participants in the virtual OSCE sessions reported an improvement in their confidence in history-taking, communication and data interpretation skills. Of the participants and examiners that had also experienced in-person OSCE examinations, the majority also reported that they found virtual OSCE sessions to be as engaging and as interactive as in-person teaching. This study has demonstrated that virtual OSCE workshops are a feasible option with the potential to be beneficial beyond the pandemic. However, more studies are required to assess the overall impact on student learning and to determine the value of virtual OSCE workshops on exam performance.

show abstract

“…Moreover, studies running similar virtual OSCEs have shown that it is cost-e cient, useful and feasible in the current global situation with a potential role even in the post-pandemic phase [15]. As our OSCE workshops were all online, we were able to reach students on an international level, thus providing students from across the world with the opportunity to participate and access resources that they may have otherwise been unable to reach if the sessions were run in-person.…”

Section: Discussionmentioning

confidence: 99%

Assessing the utility of virtual OSCE sessions as an educational tool: a national pilot study

Grover

Pandya

Ranasinghe

et al. 2021

Preprint

View full text Add to dashboard Cite

BackgroundObjective Structured Clinical Examinations (OSCEs) are a common form of assessment used across medical schools in the UK to assess clinical competence and practical skills and are traditionally held in an in-person format. In the past, medical students have often prepared for such exams through in-person peer-assisted learning (PAL), however, due to the recent Covid-19 pandemic, many in-person teaching sessions transitioned to online-based formats. There is currently a paucity of research on the utility of virtual PAL OSCE sessions and thus, we carried out a national pilot study to determine the effectiveness of virtual OSCE teaching via feedback from participants and examiners. MethodsA total of 85 students attended from 19 UK-based medical schools with eight students based internationally attended the series of online OSCE workshops delivered via ZoomⓇ. All students and examiners completed a feedback questionnaire at the end of each session regarding parameters, which included questions on pre-and post-workshop confidence in three OSCE domains: history-taking, communication and data interpretation. The five-point Likert scale was used to self-report confidence, and the results were analysed using the Mann-Whitney U test after assessing for normality using the Shapiro-Wilk test.Results Results from student feedback showed an increase in confidence for all three OSCE domains after each event (p<0.001) with 69.4% agreeing or strongly agreeing that online OSCE sessions could sufficiently prepare them for in-person exams. Questionnaire feedback revealed that 97.6% of students and 86.7% of examiners agreed that virtual OSCE teaching would be useful for preparing for in-person OSCE examinations after the pandemic. ConclusionThe majority of participants in the virtual OSCE sessions reported an improvement in their confidence in history-taking, communication and data interpretation skills. The majority of participants and examiners also reported that they found virtual OSCE sessions to be as engaging and as interactive as in-person teaching. This study has demonstrated that virtual OSCE workshops can serve as a valuable learning resource for students with the potential to be beneficial beyond the pandemic, however, further studies that directly compare academic outcomes between in-person and virtual OSCE teaching sessions are required.

show abstract

High-Fidelity Virtual Objective Structured Clinical Examinations with Standardized Patients in Nursing Students: An Innovative Proposal during the COVID-19 Pandemic

Cited by 26 publications

References 44 publications

A rapid review of the effectiveness of alternative education delivery strategies in medical, dental, nursing and pharmacy education during the COVID-19 pandemic

A rapid review of the effectiveness of alternative education delivery strategies in medical, dental, nursing and pharmacy education during the COVID-19 pandemic

Assessing the utility of virtual OSCE sessions as an educational tool: a national pilot study

Assessing the utility of virtual OSCE sessions as an educational tool: a national pilot study

Contact Info

Product

Resources

About