Videos in the medical student objective structured clinical examination: A systematic review

Pham, Huy-Dat; Pistorius, Eduard Bernard; Bacchi, Stephen; Jersmann, Hubertus

doi:10.11157/fohpe.v20i2.334

Cited by 4 publications

(8 citation statements)

References 16 publications

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“…Although, the online platform "MST" was utilized by members of e-OSCE team to conduct synchronous clinical skill sessions, the notion of transferring the set-up of a traditional face-toface OSCE to a virtual set-up required iterative online meetings and trials with the support of the IT team. systems needed for e-OSCE (27). Similar degree of collaboration occurred in our study which guaranteed the feasibility and effectiveness of e-OSCE.…”

Section: Discussionsupporting

confidence: 83%

“…Another added advantage of using technology in e-OSCE was the option of reviewing the recorded exam sessions in case of complaint, dispute or incomplete submission of grades by examiners. Video recording during the OSCE has been reported in the literature to serve as means of facilitating the exam and be part of the exam itself (27). Videotaped OSCEs have considerable bene ts including quality assurance.…”

Section: Discussionmentioning

confidence: 99%

“…After e-OSCE, the videos were downloaded and saved for future reference; recorded OSCE stations would give students the opportunity to watch and learn from their performance. This may also be useful for examiner training and virtual OSCE station development (27).…”

Section: Discussionmentioning

confidence: 99%

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Evaluating the feasibility and effectiveness of e- OSCE in the COVID- 19 era

Shorbagi

Sulaiman

Hasswan

et al. 2021

Preprint

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Background: The emergence of coronavirus disease 2019 (COVID-19) and its quick progress to a global pandemic has urged medical schools to shift from didactic to distance learning and assessment approaches. The quality of clinical training and assessment have been jeopardized due to the regulatory restrictions and potential hazards to human lives. The aim of this paper is to evaluate the feasibility and effectiveness of an electronic Objective Structured Clinical Examination (e-OSCE), which attempted to transform the format of a face-to-face OSCE to an e-OSCE.Methods: We conducted three end of clerkship e-OSCEs for final year medical students in Surgery, Medicine and Family Medicine using teleconferencing application of Microsoft Teams (MST). The e-OSCE blueprint included the assessment of all clinical skills except physical examination and procedural skills. Examiners supervised e-OSCE from the college campus while all students were remotely assessed through the MST channels. During the exam, the students stayed in their specified MST channels, examiners rotated across all students. The feasibility and effectiveness of e-OSCE was evaluated using a self-administered questionnaire to students, examiners and e-OSCE team. Results: The data analysis showed that 93.4% students and 92.2% examiners agreed with the quality and process of e-OSCE. Similarly, 83.6% students and 98% examiners agreed with the fairness, smoothness and organization of e-OSCE. As many as 45.9% students and 74.5% examiners agreed that e-OSCE was close to real life practice. Approximately one fifth of students and one third of examiners preferred e-OSCE over the face-to-face OSCE. The analysis of qualitative data generated themes of e-OSCE structure and technology. While majority of participants were satisfied with e-OSCE, students were concerned about examiners’ training and e-OSCE contents. Examiners and e-OSCE team recognized the paper-less, tech-savy, fast and reliable e-OSCE format. Conclusion: During and beyond COVID- 19 era, e-OSCE is a feasible and effective modality for assessing clinical competence except for physical examination and procedural skills. The planning and implementation of e-OSCE reflects an ingenuity in assessment of clinical competencies of medical students.

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Section: Discussionsupporting

confidence: 83%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Evaluating the feasibility and effectiveness of e- OSCE in the COVID- 19 era

Shorbagi

Sulaiman

Hasswan

et al. 2021

Preprint

View full text Add to dashboard Cite

show abstract

“…Prettyman et al have emphasized a close collaboration of e-OSCE team with the IT department to ensure the availability and proper function of the computer hardware and software as well as cloud-based systems needed for e-OSCE(27). Similar degree of collaboration occurred in our study which guaranteed the feasibility and effectiveness of e-OSCE.…”

supporting

confidence: 78%

“…Another added advantage of using technology in e-OSCE, in our study, was the option of reviewing the recorded exam sessions in case of complaint, dispute or incomplete submission of grades by examiners. Video recording during OSCE has been reported in the literature as a means of facilitating the exam and to be a part of the exam itself (27). Video-taped OSCEs have considerable bene ts including quality assurance.…”

Section: Discussionmentioning

confidence: 99%

Assessing The Utility and Efficacy of e-OSCE Among Undergraduate Medical Students During The COVID-19 pandemic

Shorbagi

Sulaiman

Hasswan

et al. 2021

Preprint

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Background The outbreak of coronavirus disease 2019 (COVID-19) and its quick progression to a global pandemic has urged medical schools to shift from didactic to distance learning and assessment approaches. The quality of clinical training and assessment have been jeopardized due to the regulatory restrictions and potential hazards to human lives. The aim of this paper is to evaluate the utility and efficacy of an electronic Objective Structured Clinical Examination (e-OSCE), which attempted to transform the format of a face-to-face OSCE to an e-OSCE. Methods We conducted three end of clerkship e-OSCEs for final year medical students in Surgery, Medicine and Family Medicine using the teleconferencing application of Microsoft Teams (MST). The e-OSCE blueprint included the assessment of all clinical skills except physical examination and procedural skills. Examiners supervised e-OSCE from the college campus, while all students were remotely assessed through the MST channels. During the exam, the students stayed in their specified MST channel and examiners rotated across all students. The utility and efficacy of e-OSCE was evaluated using a self-administered questionnaire for students, examiners and e-OSCE team. Results The data analysis showed that 93.4% students and 92.2% examiners agreed with the quality and process of e-OSCE. Similarly, 83.6% students and 98% examiners agreed with the seamless organization of e-OSCE. As many as 45.9% students and 74.5% examiners agreed that e-OSCE was close to real life practice. Approximately one fifth of students and one third of examiners preferred e-OSCE over the face-to-face OSCE. The analysis of qualitative data generated the themes of e-OSCE structure and technology. While majority of participants were satisfied with e-OSCE, students were concerned about examiners’ training and e-OSCE contents. Examiners and e-OSCE team recognized the paper-less, tech-savy, fast and reliable format of e-OSCE. Conclusion During and beyond COVID- 19 era, e-OSCE is a strong substitute to standard OSCE for assessing clinical competence except for physical examination and procedural skills. The planning and implementation of e-OSCE reflects an ingenuity in the assessment of clinical competencies of medical students.

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