A serious game for online-based objective structured clinical examination in nursing: A qualitative study

Román, Pablo; Ruiz‐González, Cristofer; Rodriguez‐Arrastia, Miguel; Granero-Molina, José; Fernández‐Sola, Cayetano; Hernández‐Padilla, José Manuel

doi:10.1016/j.nedt.2021.105246

Cited by 12 publications

(8 citation statements)

References 24 publications

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“…Overall, students felt the virtual environment was less intimidating and stressful both before and during the examination. Prior to the examination, they were not situated in an environment with other nervous students who were waiting for their exams and were able to have a ‘peace of mind’ at home 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 .…”

Section: Resultsmentioning

confidence: 99%

“…Prior to the examination, they were not situated in an environment with other nervous students who were waiting for their exams and were able to have a ‘peace of mind’ at home 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 .…”

Section: Resultsmentioning

confidence: 99%

“…An examiner was concerned that they ‘may have made the resident nervous’ 52 as a result of such operational difficulties. A few students 37,45 mentioned incompatible computer programmes for their assessment and issues with connection, 56,58 with one student explaining the vOSCE technological demands were ultimately ‘too much … for [their computer] to pull off all at once’ to run their assessment effectively 56 …”

Section: Resultsmentioning

confidence: 99%

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

et al. 2023

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IntroductionThe Objective Structured Clinical Examination (OSCE) has been widely used in health professions education since the 1970s. The global disruption caused by the COVID‐19 pandemic restricted in‐person assessments and medical educators globally sought alternative means to assess and certify students and trainees to meet the acute demand for health‐care workers. One such solution was through virtual OSCE (vOSCE), which modified traditional in‐person OSCE using videoconference platforms. This meta‐ethnography sought to synthesise qualitative literature on candidates' and assessors' experiences of vOSCE to evaluate whether it may have a role in future assessment practices.MethodsIn June 2022, we systematically searched PsycINFO, Medline and ERIC for peer‐reviewed qualitative and mixed‐methods articles that described candidates' and assessors' experiences of virtual OSCE in health professions education. Of 1069 articles identified, 17 were synthesised using meta‐ethnography.ResultsThe final synthesis represented 1190 candidates and assessors from faculties of medicine, dentistry, nursing, pharmacy and osteopathy. We developed our findings into four key concepts. ‘Strengthening confidence in a virtual environment’ highlighted attempts to overcome and mitigate concerns associated with transitioning from in‐person to virtual assessment. ‘Understanding the scope of use as an assessment’ reflected on the suitability of vOSCE in assessing various skills. ‘Refining operational processes’ emphasised the technical challenges of implementing vOSCE and impacts on accessibility and resources. ‘Envisioning its future role’ considered the applicability of vOSCE in the climate of rapid development in telehealth.ConclusionThis meta‐ethnography highlighted that although vOSCE was primarily considered a temporary and crisis response, candidates and assessors recognised positive, as well as negative, consequences of the transition towards them. Moving forward, medical education policymakers should carefully consider the extent to which elements of vOSCE could be incorporated into assessment systems, particularly in light of the rise of telehealth in clinical practice.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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

et al. 2023

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“…Of the 44 articles reporting practical assessment, 32 were conducted online, 16,24,25,34,37,38,49,51–58,62,64–71,75–82 4 were conducted in person 36,59,60,63 and 8 used a hybrid format of assessment 17,21,23,26,61,72–74 . Several competencies such as professionalism, clinical reasoning and history‐taking were assessed using OSCE; however, none of the OSCE conducted online could assess hands‐on skills.…”

Section: Resultsmentioning

confidence: 99%

Innovations in assessment in health professions education during the COVID‐19 pandemic: A scoping review

Giri,

Stewart

2023

The Clinical Teacher

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BackgroundAfter an initial period of uncertainty during the COVID‐19 pandemic, medical universities responded to the pandemic by innovating their methods of teaching‐learning and assessment. This scoping review aimed to identify innovations in assessment in medical, dental and nursing education at the undergraduate and postgraduate levels during the pandemic.MethodsThis review was conducted utilising Arksey and O'Malley's framework where three electronic databases—PubMed, Embase and Web of Science—were systematically searched in February 2022 for articles in English describing innovations in assessments published in or after January 2020.ResultsA total of 70 articles were included in the review. Among the primary research articles, 82.1% reported online assessment, 76.1% were related to medical speciality, 74.6% described assessment at the undergraduate level, 68.7% described summative assessment and 58.2% reported assessment of practical skills. All assessments of theoretical knowledge were done virtually with MCQ being the most used assessment tool and virtual OSCE being the most popular assessment tool to assess practical skills; however, it was acknowledged that the assessment of procedural skills was its limitation. Although the studies described the newer forms of assessments as feasible and acceptable, few studies reported the reliability and validity of the assessments.ConclusionsThis scoping review identified several innovations in assessment during the COVID‐19 pandemic with an overall shift towards virtual or hybrid forms of assessment. However, there was a dearth of evidence regarding the effectiveness of these assessment tools suggesting a need for more research before the tools can be implemented post‐pandemic.

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“…Virtual teaching and learning and assessment platforms in HSE, including nursing education, provide innovations and growth opportunities for both students and facilitators. Online practical assessments are innovative in a new reality for most student nurses and teachers and may empower students’ nurses by helping them to remove perceived barriers in face-to-face assessments [ 58 ]. Technology assessments such as videos and web-based simulation for advance practice programs in the nursing education institutions were considered due to limited access to healthcare facilities during a period of social distancing [ 62 ].…”

Section: Discussionmentioning

confidence: 99%

Virtual Practical Examination for Student Nurse Educators in Health Sciences Education during the COVID-19 Pandemic: A Narrative Review

Matlhaba

2023

Nursing Reports

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(1) Background: There is a gap in the literature that explores challenges and opportunities relating to virtual or e-assessment health science education with particular relevance to the Health Sciences Education practical examination for student nurse educators. Therefore, this review aimed to address this gap and provide recommendations for enhancing identified opportunities and for overcoming identified challenges.; (2) Methods: The review was conducted across Google Scholar, PubMed/MEDLINE, Science Direct, Directory of Open Access Journals, Complementary Index, SCOPUS, and the Cumulative Index to Nursing and Allied Health Literature (CINAHL) with the intention of identifying opportunities and challenges presented by e-assessment in the HSE practical examination for student nurse educators during the COVID-19 pandemic.; (3) Results: The following aspects are discussed: (1) opportunities, including benefits, for both student nurse educators and facilitators and opportunities for Nursing Education; and (2) challenges, including issues with accessibility and connectivity as well as the attitudes of both students and facilitators.; (4) Conclusions: Despite challenges which included connectivity issues that led to frustration and stress, the unpreparedness and attitudes of students and facilitators, there are some opportunities that have emerged from e-assessment that can be beneficial to both the students and the facilitators, as well as the institutions. These include a reduced administrative burden, improved teaching and learning, and immediate feedback from facilitators to students and from students to facilitators.

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A serious game for online-based objective structured clinical examination in nursing: A qualitative study

Cited by 12 publications

References 24 publications

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

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

Innovations in assessment in health professions education during the COVID‐19 pandemic: A scoping review

Virtual Practical Examination for Student Nurse Educators in Health Sciences Education during the COVID-19 Pandemic: A Narrative Review

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