Virtual objective structured clinical examination during the COVID‐19 pandemic: An essential addition to dental assessment

Abstract

Introduction: COVID-19 has profoundly affected dental undergraduate teaching and assessment. The pandemic resulted in cessation of face-to face teaching and assessment in many countries, with an associated move online. Objective structured Clinical Examination (OSCE), an important modality for clinical assessment in dentistry and medicine, is not possible with pandemic restrictions in place. As a result, interest in virtual objective structured clinical examination (VOSCE) has been revived. Student and staff evaluation of any assessment process is important, where the views of all involved are required in establishment of authenticity. This papers aims to explore and describe the views of undergraduate dental students and staff in relation to VOSCE Materials and Method: Qualitative methods utilising online focus groups and video recording were used in this study. Five focus groups, involving 24 participants were undertaken.Results: Thematic analysis following a deductive semantic approach was carried out resulting in the identification of six themes relating to the VOSCE: VOSCE preconceptions, examination preparation, examination process, fairness, comparison with OSCE and possible improvements. Consideration of these themes, and their interaction, is likely to prove important for optimisation of this assessment modality.Conclusions: Overall, both staff and students considered the VOSCE a useful and fair examination and a suitable alternative to OSCE. The potential for a number of improvements in the assessment process was identified.

Implementation of virtual OSCE in health professions education: A systematic review

“…Students had concerns for technology-related disruptions to their assessment experiences, such as the dependability of the assessment platform and the stability of network connectivity. 47,51,59 Similarly, assessors were worried about their technological proficiency as well as glitches that may impact students' performances and grades. 62 To address these technical and logistical concerns, both students and assessors valued the provision of additional support or training prior to the examination, such as a mock vOSCE, Q&A webinars and guidance documents.…”

“…55,58,60 During the examination, they could 'focus on [their] own thing' without being distracted by other students who were simultaneously completing OSCE stations. 47,58 Students commented that the surveillance in these remote assessments was less explicit and tangible, as examiners had 'turned off their camera', 52 and there was not 'somebody standing over you'. 48 In contrast to the 'confronting' physical OSCE environment, 55 the virtual environment enabled students to be more collected, 55 comfortable 48 and confident.…”

“…62 Despite students fluently describing the process of the physical examination and explaining the findings, assessors were concerned that this knowledge did not translate into competence. 47,52,59 Students were only able to demonstrate 'knowing how' rather than 'showing how', according to Miller's pyramid of clinical competence. 47,59 Faculty members have thus suggested that these practical skills may be more appropriately assessed through continuous, longitudinal competence-based assessments.…”

“…47,52,59 Students were only able to demonstrate 'knowing how' rather than 'showing how', according to Miller's pyramid of clinical competence. 47,59 Faculty members have thus suggested that these practical skills may be more appropriately assessed through continuous, longitudinal competence-based assessments. 47 T A B L E 4 (Continued) For other competencies, such as data interpretation, prescribing skills and communication skills, the virtual format was considered a suitable alternative.…”

“…47,59 Faculty members have thus suggested that these practical skills may be more appropriately assessed through continuous, longitudinal competence-based assessments. 47 T A B L E 4 (Continued) For other competencies, such as data interpretation, prescribing skills and communication skills, the virtual format was considered a suitable alternative. 46,47,59 Some students felt the set up was very similar to in-person consultations, and they were able to communicate to standardised patients effectively.…”