OSCE 3D: a virtual clinical skills assessment tool for coronavirus pandemic times

Abstract

Background : In pandemic times where the “lockdown strategy” has been adopted, the use of innovations using technological resources such as the creation of instruments that can replace traditional teaching-learning methods in the training of health professionals is essential. The aim of this study was to develop and evaluate the usability of a realistic interactive simulation computer system using three-dimensional imaging technology and virtual reality with free-access computational tools available on the web. Methods : the development of a prototype (OSCE 3D) was based on the steps used for the construction of simulation software of a "Serious Game". An experimental phase was carried out to assess usability, through a questionnaire based on the System Usability Scale. The study was approved by the Research Ethics Committee of the institution and all patients signed the Informed Consent Form. Results : a total of 39 undergraduate medical students from the 6th semester of a private university center of northeast do Brazil voluntarily participated in the evaluation of the OSCE 3D. The usability evaluation presented a mean score of 75.4 with a margin of error of 3.2, considered a good usability according to the literature. Conclusions : this work allowed the development of a low-cost prototype, using a three-dimension realistic simulation system for OSCE assessment stations. This product, even in the prototype phase, showed good usability.

Student engagement in online learning in Latin American higher education during the COVID‐19 pandemic: A systematic review

“…Self‐regulated learning has become more important in online learning environments, as distance learning requires students' agency and ownership of their learning (Çebi & Güyer, 2020). The reviewed studies revealed that the levels of self‐regulated learning in online environments were higher than (Faria et al., 2021; Rodríguez Fernández et al., 2021) or similar to that of face‐to‐face classes (Domínguez‐Torres et al., 2021). However, some students reported difficulties in self‐regulated learning (Molina Gutiérrez et al., 2021).…”

“…For example, one study found that students using social media exhibited excellent learning performance (Mendoza‐Lizcano et al, 2020). However, in other studies, students reported having some difficulties in online learning activities (Bazán‐Ramírez et al., 2020), which they needed a considerable amount of training to ensure that their performance was not affected (Faria et al., 2021), indicating that online learning requires more work (Molina Gutiérrez et al., 2021).…”

“…Nowadays, higher education students use technology in everyday life, and they desire effective online learning environments and online support during learning activities (Peytcheva‐Forsyth et al., 2018). Most of the reviewed articles reported positive attitudes of students toward online learning (Cárdenas Zea et al, 2021; De la Fuente et al., 2021; Silva et al., 2021), video resources (Delgado, 2021), technology usage (Romero Alonso et al., 2021) and online courses (Faria et al, 2021; Chávez‐Miyauchi et al., 2021; Flores Ferro et al., 2021).…”

Efectividad de un modelo de portafolio en el rendimiento del ECOE virtual

“…Prettyman et al (Prettyman et al, 2018) diseñan un ECOE virtual e indican que requiere recursos tecnológicos mínimos, puede implementarse en un corto período de tiempo, elimina la necesidad de que los estudiantes estén en el campus, siendo efectivo en el aprendizaje y evaluación de las competencias clínicas. Recientemente, Loureiro et al (Faria et al, 2020) han desarrollado un prototipo de bajo costo, utilizando un sistema tridimensional de simulación realística para estaciones de evaluación del ECOE, el cual incluso en la fase de prototipo, ha mostrado buena usabilidad.…”