Letter to Editor: Recommendations for safer management of holding OSCE during COVID-19 outbreak

Bastanhagh, Ehsan; Safari, Saeid; Mafinejad, Mahboobeh Khabaz

doi:10.47176/mjiri.34.156

Cited by 2 publications

(10 citation statements)

References 2 publications

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“…Two of these studies were by the same author group [ 35 , 36 ], and the description of the examinations by all three studies were thorough enough to allow replication. No studies scored low quality in all four domains; the two lowest rated studies scored low quality in two domains and unclear quality in two domains [ 38 , 39 ]. Of these, one study was a letter to the editor, meaning it did not undergo the same rigorous review as a research paper [ 38 ]; and the other study did not focus on clinical examinations as its primary aim, rather it was a description of adaptations to medical education as a whole [ 40 ].…”

Section: Resultsmentioning

confidence: 99%

“…Of these, one study was a letter to the editor, meaning it did not undergo the same rigorous review as a research paper [ 38 ]; and the other study did not focus on clinical examinations as its primary aim, rather it was a description of adaptations to medical education as a whole [ 40 ].…”

Section: Resultsmentioning

confidence: 99%

“…Study authors described modifying their usual approach to patient participation in response to the pandemic. Two studies described replacing patients with mannequins and simulators [ 38 , 45 ] and five studies described using hybrid stations that mixed a professional encounter with patients/simulated patients and a physical examination/practical procedure demonstrated on a mannikin or task trainer [ 36 , 40 , 42 , 49 ]. Several studies explained how they increased the use of simulated patients in stations: one described how simulated patients were trained to mimic clinical conditions by eliciting clinical signs (examples given in Fig.…”

Section: Resultsmentioning

confidence: 99%

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

et al. 2022

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Introduction Clinical examinations (assessments) are integral to ensuring that medical students can treat patients safely and effectively. The COVID-19 pandemic disrupted traditional formats of clinical examinations. This prompted Medical Schools to adapt their approaches to conducting these examinations to make them suitable for delivery in the pandemic. This systematic review aims to identify the approaches that Medical Schools, internationally, adopted in adapting their clinical examinations of medical students in response to the COVID-19 pandemic. Methods Three databases and four key medical education journals were systematically searched up to 22 October 2021; a grey literature search was also undertaken. Two reviewers independently screened at title, abstract stage and full text stage against predefined eligibility criteria. Discrepancies were resolved by discussion and involvement of senior authors. Risk of bias assessment was performed using an adapted version of a pre-existing risk of bias assessment tool for medical education developments. Results were summarised in a narrative synthesis. Results A total of 36 studies were included, which documented the approaches of 48 Medical Schools in 17 countries. Approaches were categorised into in-person clinical examinations (22 studies) or online clinical examinations (14 studies). Authors of studies reporting in-person clinical examinations described deploying enhanced infection control measures along with modified patient participation. Authors of studies reporting online clinical examinations described using online software to create online examination circuits. All authors reported that adapted examinations were feasible, scores were comparable to previous years’ student cohorts, and participant feedback was positive. Risk of bias assessment highlighted heterogeneity in reporting of the clinical examinations. Conclusions This review identified two broad approaches to adapting clinical examinations in the pandemic: in-person and online. Authors reported it was feasible to conduct clinical examinations in the pandemic where medical educators are given sufficient time and resources to carefully plan and introduce suitable adaptations. However, the risk of bias assessment identified few studies with high reporting quality, which highlights the need for a common framework for reporting of medical education developments to enhance reproducibility across wider contexts. Our review provides medical educators with the opportunity to reflect on past practises and facilitate the design and planning of future examinations.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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

et al. 2022

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“…To minimize the risk of infection and ensure the safety of participants, several key principles were adapted following recommendations from previous studies [ 2 , 3 ]. First, avoid group gatherings as much as possible.…”

Section: Methodsmentioning

confidence: 99%

“…Before starting the exam, it was imperative to perform a quick screening to all participants through brief history-taking and measuring body temperature; while during examination, all participants were reminded to wash their hands before and after performing each station to minimize contact exposure from equipment used in the examination room. Third, several studies also advised to minimize the number of stations in one circuit and also to use a cascade method instead of circuit, to reduce contact between examinees [ 2 , 3 ]. Finally, we implemented digital-based scoring method instead of the usual paper-based.…”

Section: Methodsmentioning

confidence: 99%

Delivering a modified continuous objective structured clinical examination for ophthalmology residents through a hybrid online method

Nusanti¹,

Dearaini²,

Bani³

et al. 2021

Korean J Med Educ

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Since coronavirus disease 2019 was declared a global pandemic by the World Health Organization, it has become a challenging situation to continue medical education, including in Indonesia. The situation prohibited face-to-face (direct) educational activities in clinical settings, therefore also postponing examinations involving especially procedural skills. Adaptations were urgently needed to maintain the delivery of high-stake examinations to sustain the number of ophthalmology graduates and the continuation of eye health service. Objective structured clinical examination (OSCE) has been one of our widely used method to assess clinical competencies for ophthalmology residents, and is the one method that involves gatherings, close contact of examiners, examinees and patients, therefore the most difficult to adjust. Pandemic challenges brought technical changes in our delivering the OSCE to online, maximizing digital platforms of meetings, while still concerned to guarding the safety of candidates, patients and staffs. OSCE scenarios were also made as timely efficient as possible by changing continuous station models to a cascade one. The purpose of this article is to document our experience in conducting a feasible and reproducible OSCE in this pandemic era filled with limitations.

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Letter to Editor: Recommendations for safer management of holding OSCE during COVID-19 outbreak

Cited by 2 publications

References 2 publications

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

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

Delivering a modified continuous objective structured clinical examination for ophthalmology residents through a hybrid online method

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