Use of Face-to-Face Assessment Methods in E-Learning—An Example of an Objective Structured Clinical Examination (OSCE) Test

Abstract

The spread of COVID-19 and social-distancing rules have increased the need for alternative learning environments with a focus on e-learning platforms. The objective of this study was to assess whether and to what extent the transition from traditional learning and assessment environment to the e-setting impacts the knowledge and skills acquired by students and their satisfaction with new e-solutions of taking the OSCE test. The study compared the results of three face-to-face (2018–2019) and one electronically conducted (2021) OSCE tests, as well as students’ feedback on the content and organization of the tests. For data analysis the one-way ANOVA test and post hoc multiple comparisons were used. The results demonstrated the feasibility and effectiveness of and students’ satisfaction with OSCE tests in the Zoom environment. However, more focus on communication techniques is required in a remote communication environment to better cover all patient health-related and drug communication aspects. There were identified differences between undergraduate students and practicing assistant pharmacists in assessing patients’ health problems and providing corresponding counseling. This result points to the need to implement the continuous development of patient-centered counseling techniques in the lifelong learning of pharmacists and the need to use innovative digital solutions, if applicable.

A SWOT Analysis of Pharmacy Students’ Perspectives on e-Learning Based on a Narrative Review

“…Globally, 39 papers and 1 report were selected: PubMed (n = 33) [ 10 , 13 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 ], SciELO (n = 1) [ 52 ], Google Scholar (n = 6) [ 8 , 53 , 54 , 55 , 56 , 57 ], and sites of known international organizations (n = 1) [ 3 ].…”

“…The selected publications were classified as follows: 7 reviews [ 8 , 13 , 23 , 41 , 43 , 52 , 53 ]; 31 original research publications [ 10 , 21 , 22 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 42 , 44 , 45 , 46 , 48 , 49 , 50 , 51 , 55 , 56 , 57 ]; 1 commentary [ 47 ]; 1 case study [ 54 ]; 1 report [ 3 ].…”

“…Online pharmaceutical consultations may benefit from access to patients’ clinical data, which can raise confidentiality or data security issues [ 51 , 56 ]. For instance, virtual objective structured clinical examinations (OSCEs) promoted the acquisition of knowledge and competencies through real-life situations, with positive student opinions [ 45 ]. The positive aspects of OSCEs included schedule flexibility, decreased levels of anxiety, a higher sense of security, improved knowledge, satisfaction, communication, and better patient counseling (e.g., diabetes management, dispensation of over-the-counter medicines, warfarin initiation, or self-care aspects) [ 22 , 28 , 36 , 40 , 45 ].…”

Perceptions of Pharmacy Students on the E-Learning Strategies Adopted during the COVID-19 Pandemic: A Systematic Review

“…OSCE courses seems to be feasible and easily implemented. Students' perceptions were positive about this type of courses [6,48,49].…”

“…Online pharmaceutical activities (e.g., online consultations) increased during COVID-19 [54,55]. Thus, online OSCE courses may be particularly relevant to simulate e-learning activities [6,48,49]. Additionally, hospitals and/or community pharmacies are likely to improve and increase the offer of this type of service in the future.…”