Presentation Description
Nadja Mattmann1
Jill Voegelin1 and Slavko Rogan1
1 Bern University of Applied Sciences, Department of Health Professions, Division of Physiotherapy
Jill Voegelin1 and Slavko Rogan1
1 Bern University of Applied Sciences, Department of Health Professions, Division of Physiotherapy
Background
Objective Structured Clinical Examination (OSCE) is an assessment tool used in health education and medicine to evaluate clinical skills and competency. During COVID-19 lock- down, not only distance has been offered in health professional education schools, but alternative methods of OSCE have also been considered. An approach that was used was the virtual OSCE.
Objective Structured Clinical Examination (OSCE) is an assessment tool used in health education and medicine to evaluate clinical skills and competency. During COVID-19 lock- down, not only distance has been offered in health professional education schools, but alternative methods of OSCE have also been considered. An approach that was used was the virtual OSCE.
Summary of work
Perhaps most importantly, this Covid-19 pandemic poses questions about the value of a university education. In order to stay relevant, universities need to reinvent their learning environments so that digitization becomes part of it. Therefore, the purpose of this study was to summarize current experience of students’, examiners and standardized patients’ satisfaction, students’ performance, and feasibility (time and logistics) of a virtual OSCE.
Methods
The Spider Tool (S: Sample, P: Phenomena of interest, D: Design, E: Evaluation, R: Research Type) was used to formulate a research question.Two investigators independently and systematically searched on the database PubMed. Titles, abstracts and full texts are screened based on the eligibility criteria. Studies with qualitative, quantitative and mixed-methods designs were included. The main outcomes were ‘satisfaction’, ‘performance’ and ‘feasibility’ of a virtual OSCE.
Results
The review included 14 articles. Key issues identified for ‘satisfaction’ 1. preparation, 2. adequate content, 3. preparation for real life and 4. comparison to standard OSCE, for ‘feasibility’ 1. planning time, 2. technology and 3. Costs and ‘performance’ was measured using data from the regular OSCE from the previous year.
Conclusion
This study concludes that positive feedback from both faculty and participants highlights the potential of this method to enhance distance learning and assessment in the field. Overall, all participants were satisfied with efforts, organization, and delivery of a virtual OSCE. There were no concerns about the use of innovative technology in the assessment of a virtual OSCE.
References (maximum three)
Harden, R. M., Stevenson, M., Downie, W. W., & Wilson, G. M. (1975). Assessment of clinical competence using objective structured examination. BMJ, 1(5955), 447–451. https://doi.org/10.1136/bmj.1.5955.447
Kharaba, Z., AlAhmad, M. M., Ahmed Elnour, A., Abou Hajal, A., Abumweis, S., & Ghattas, M. A. (2023). Are we ready yet for digital transformation? Virtual versus on-campus OSCE as assessment tools in pharmacy education. A randomized controlled head-to-head comparative assessment. Saudi Pharmaceutical Journal: SPJ: The Official Publication of the Saudi Pharmaceutical Society, 31(3), 359–369. https://doi.org/10.1016/j.jsps.2023.01.004
Lebdai, S., Bouvard, B., Martin, L., Annweiler, C., Lerolle, N., & Rineau, E. (2023). Objective structured clinical examination versus traditional written examinations: A prospective observational study. BMC Medical Education, 23, 69. https://doi.org/10.1186/s12909-023- 04050-5