“We Need More Practice”: Evaluating the Role of Virtual Mock OSCES in the Undergraduate Programme During the COVID Pandemic

Abstract

Background Feedback collated at University College London Medical School (UCLMS) during the COVID pandemic identified how many students felt unprepared for their summative Objective Structured Clinical Examinations (OSCEs) despite attending mock face-to-face OSCEs. The aim of this study was to explore the role of virtual mock OSCES for improving student’s sense of preparedness and confidence levels for their summative OSCEs. Methods All Year 5 students (n=354) were eligible to participate in the virtual mock OSCEs and were sent a pre- and post-survey for completion. Hosted on Zoom in June 2021, each circuit comprised six stations, assessing history taking and communication skills only, in Care of the Older Person, Dermatology, Gynaecology, Paediatrics, Psychiatry and Urology. Results Two hundred and sixty-six Year 5 students (n=354) participated in the virtual mock OSCEs, with 84 (32%) students completing both surveys. While a statistically significant increase in preparedness was demonstrated, there was no difference in overall confidence levels. In contrast, between specialties, a statistically significant increase in confidence levels was seen in all specialties barring Psychiatry. Despite half of the participants highlighting how the format did not sufficiently represent the summative OSCEs, all expressed interest in having virtual mock OSCEs incorporated into the undergraduate programme. Conclusion The findings of this study suggest that virtual mock OSCEs have a role in preparing medical students for their summative exams. While this was not reflected in their overall confidence levels, this may be due to a lack of clinical exposure and higher anxiety levels among this cohort of students. Although virtual OSCEs cannot replicate the “in-person” experience, considering the logistical advantages, further research is required on how these sessions can be developed, to support the traditional format of face-to-face mock OSCEs within the undergraduate programme.

Medical Students’ Perceptions Towards Online Teaching During the Covid-19 Pandemic: A Cross-Sectional Study from Saudi Arabia

“…Aligned with other studies, our results showed that clinical skills which are best learned in clinics and laboratories remain a pertinent barrier to online teaching. 2,18,25,40,[43][44][45] Similarly to other studies, the most enjoyable aspects of online learning appeared to be the online accessibility of materials, flexibility of the time, ability to learn at own pace and cost saving. 2,42 Post pandemic recommendations suggested to maintain flexibility and accessibility to educational resources.…”

“…However, this role was not reflected in their confidence levels. 18 Nevertheless, some potential benefits of online technologies are reported including easy and comfortable use, worldwide acceptability besides the reductions in cost and air pollution due to less need for transportation. 2,7,[19][20][21][22] On the other hand, significant issues have been pointed out about the use of entirely online education such as: physical and social isolation, increased use of emails, difficulty to keep boundaries between time at the workplace and at home, lack of interaction, disturbance and technical problems, deficiency in integrated teaching and bed-side teaching, inadequate teaching and learning in practical and clinical settings besides time constraints for effective implementation of online education.…”

A Response to “We Need More Practice”: Evaluating the Role of Virtual Mock OSCES in the Undergraduate Programme During the COVID Pandemic” [Letter]

“…Lim et al assessed whether virtual mock OSCEs improved students’ self-reported sense of preparedness and confidence for their summative OSCEs, and concluded that although students felt there was not a significant improvement in their confidence levels, they gained a greater sense of preparedness. 1 However, we found that the authors have not adequately replicated summative exam conditions, nor have they holistically assessed the effect on the students of virtual mock OSCEs.…”

“…We read, with interest, the study by Lim et al exploring the role of virtual mock Objective Structured Clinical Examinations (OSCEs) during a global pandemic. 1 As medical students we have experienced first-hand the difficulty of translating in-person teaching to an online medium, and greatly appreciate the time and effort undertaken by the authors to improve the quality of OSCE practice for students.…”

“…We put forward two points, that the authors should ensure the virtual mock OSCE adequately replicates summative exam conditions, and that it would be beneficial to investigate the anxiety levels of medical students before and after their virtual mock OSCE.We read, with interest, the study by Lim et al exploring the role of virtual mock Objective Structured Clinical Examinations (OSCEs) during a global pandemic. 1 As medical students we have experienced first-hand the difficulty of translating in-person teaching to an online medium, and greatly appreciate the time and effort undertaken by the authors to improve the quality of OSCE practice for students.Lim et al assessed whether virtual mock OSCEs improved students' self-reported sense of preparedness and confidence for their summative OSCEs, and concluded that although students felt there was not a significant improvement in their confidence levels, they gained a greater sense of preparedness. 1 However, we found that the authors have not adequately replicated summative exam conditions, nor have they holistically assessed the effect on the students of virtual mock OSCEs.Whilst we empathise with the logistical difficulty of coordinating a virtual mock OSCE for 266 students, we suspect that confidence levels may have suffered as a result of insufficiently replicating the environment of the summative exams.…”