Perspectives on the use of PDAs as assessment tools

Schoor, Albert-Neels Van; Navsa, Nadia; Meiring, J.H.; Treadwell, Ina; Bosman, Marius C.; Greyling, Linda M.

doi:10.1111/j.1743-498x.2006.00097.x

Cited by 10 publications

(4 citation statements)

References 7 publications

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“…This is the first published study identified that used iPads to administer an OSCE. Several studies have reported benefits from using a PDA to administer an OSCE, which include improved reliability in marking (Palen et al, 2008), time savings for OSCE administration (Treadwell, 2006;Van Schoor et al, 2006), and the ability to quickly send feedback to students following an OSCE (Van Schoor et al, 2006). The iPad system used in the current eOSCE also potentially has these benefits but in addition it addresses one problem reported with using PDAs which is the size of the visual field seen while examining (Kneebone, Nestel, Ratnasothy, Kidd, & Darzi, 2003).…”

Section: Discussionmentioning

confidence: 99%

Implementation of an electronic Objective Structured Clinical Exam for assessing practical skills in pre-professional physiotherapy and occupational therapy programs: Examiner and course coordinator perspectives

Snodgrass

Ashby

Rivett

et al. 2014

AJET

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Assessment of practical clinical skills is essential in the health fields. Objective Structured Clinical Exams (OSCEs), where examiners assess students performing clinical procedures on simulated patients (actors), are central to the evaluation of practical skills. However, traditional OSCEs require considerable time-investment to administer, and providing timely, individualised student feedback is difficult. To address these issues, an electronic OSCE (eOSCE) was developed utilising the iPad and specialised software. The eOSCE was trialled in four courses within two entry-level rehabilitative pre-professional programs at two universities, physiotherapy and occupational therapy. Evaluation consisted of student surveys (n = 206), eight student focus groups (n = 25), examiner surveys (n = 25) and interviews with course coordinators (n = 3). This paper describes the administration of the eOSCE and reports on its evaluation from the academic's perspective. A majority of examiners (68%) preferred the eOSCE over traditional paper-based OSCEs, primarily because of the consistency and promptness of student feedback. The advantages academics cited were equitable student feedback and post-examination administrative time-savings. Disadvantages of the eOSCE were the pre-examination preparation required and challenges for examiners not comfortable using technology. Overall, the key benefits of the eOSCE were the automated, immediate individualised student feedback and a time saving in OSCE administration.

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Section: Discussionmentioning

confidence: 99%

Implementation of an electronic Objective Structured Clinical Exam for assessing practical skills in pre-professional physiotherapy and occupational therapy programs: Examiner and course coordinator perspectives

Snodgrass

Ashby

Rivett

et al. 2014

AJET

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“…Smart‐phone applications could facilitate the simultaneous completion of online feedback, thereby significantly reducing the time required. Several papers have highlighted this as a potential solution, and have demonstrated good results 9,10 …”

Section: Discussionmentioning

confidence: 99%

The perception of online work-based assessments

Basu

Parvizi

Chin

2013

The Clinical Teacher

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This study highlights several issues that may detract from the functionality of OnWBAs. Pockets of consultants are inadequately trained in the use of OnWBAs, and many lack knowledge of trainee requirements. In addition the delay between assessment and completion of feedback is a concern that goes against current recommendations. Simple measures in the workplace and the involvement of educational bodies could remedy some of these issues. Further studies investigating a wider population would help to establish the true extent of the problem and isolate the main causative factors behind these issues.

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“…We did not capture opinions of students undergoing assessment; one previous small study did demonstrate that students were satisfi ed when assessors used electronic devices to record data. 10 unlike previous studies 6, 7 we did not determine how examiners perceived the extent of mental effort required. however, as most assessors in our study used tablet computers for other purposes, it is unlikely they would have considered using electronic devices to be diffi cult, while major issues relating to diffi culty in their use were not raised in the questionnaire.…”

Section: Questionnaire Responsesmentioning

confidence: 87%

Tablet computers in assessing performance in a high stakes exam: opinion matters

Currie

Sinha

Thomson³

et al. 2017

Journal of the Royal College of Physicians of Edinburgh

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Background Tablet computers have emerged as a tool to capture, process and store data in examinations, yet evidence relating to their acceptability and usefulness in assessment is limited. Methods We performed an observational study to explore opinions and attitudes relating to tablet computer use in recording performance in a final year objective structured clinical examination at a single UK medical school. Examiners completed a short questionnaire encompassing background, forced-choice and open questions. Forced choice questions were analysed using descriptive statistics and open questions by framework analysis. Results Ninety-two (97% response rate) examiners completed the questionnaire of whom 85% had previous use of tablet computers. Ninety per cent felt checklist mark allocation was 'very/quite easy', while approximately half considered recording 'free-type' comments was 'easy/very easy'. Greater overall efficiency of marking and resource savings were considered the main advantages of tablet computers, while concerns relating to technological failure and ability to record free type comments were raised. Discussion In a context where examiners were familiar with tablet computers, they were preferred to paper checklists, although concerns were raised. This study adds to the limited literature underpinning the use of electronic devices as acceptable tools in objective structured clinical examinations.

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Perspectives on the use of PDAs as assessment tools

Cited by 10 publications

References 7 publications

Implementation of an electronic Objective Structured Clinical Exam for assessing practical skills in pre-professional physiotherapy and occupational therapy programs: Examiner and course coordinator perspectives

Implementation of an electronic Objective Structured Clinical Exam for assessing practical skills in pre-professional physiotherapy and occupational therapy programs: Examiner and course coordinator perspectives

The perception of online work-based assessments

Tablet computers in assessing performance in a high stakes exam: opinion matters

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