Assessing the Impact of Telehealth Objective Structured Clinical Examinations in Graduate Nursing Education

Phillips, Tiffany A.; Munn, Allison C.; George, Tracy P.

doi:10.1097/nne.0000000000000729

Cited by 27 publications

(15 citation statements)

References 12 publications

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“…Mak et al also reported a reduced level of stress among pharmacy students during online OSCEs, which can be explained by the fact that students are in the comfort of their homes and therefore avoid peer anxiety [ 18 ]. Furthermore, eOSCES are an appropriate response to social distancing measures and allow us to pursue medical students training; they also can be an excellent tool to prepare our students for telemedicine practices [ 17 , 18 , 22 , 23 ]. Telehealth use has increased within the last two decades, specifically during the COVID-19 pandemic[ 24 ].…”

Section: Resultsmentioning

confidence: 99%

Feasibility of large-scale eOSCES: the simultaneous evaluation of 500 medical students during a mock examination

Bouzid

Mirault

Ghazali

et al. 2022

Medical Education Online

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The COVID-19 pandemic has led health schools to cancel many on-site training and exams. Teachers were looking for the best option to carry out online OSCEs, and Zoom was the obvious choice since many schools have used it to pursue education purposes. Methods: We conducted a feasibility study during the 2020–2021 college year divided into six pilot phases and the large-scale eOSCEs on Zoom on June 30th, 2021. We developed a specific application allowing us to mass create Zoom meetings and built an entire organization, including a technical support system (an SOS room and catching-up rooms) and teachers’ training sessions. We assessed satisfaction via an online survey. Results: On June 30th, 531/794 fifth-year medical students (67%) participated in a large-scale mock exam distributed in 135 Zoom meeting rooms with the mobilization of 298 teachers who either participated in the Zoom meetings as standardized patients (N =135, 45%) or examiners (N =135, 45%) or as supervisors in the catching-up rooms (N =16, 6%) or the SOS room (N =12, 4%). In addition, 32/270 teachers (12%) experienced difficulties connecting to their Zoom meetings and sought the help of an SOS room member. Furthermore, 40/531 students (7%) were either late to their station or had technical difficulties and declared those issues online and were welcomed in one of the catching-up rooms to perform their eOSCE stations. Additionally, 518/531 students (98%) completed the entire circuit of three stations, and 225/531 students (42%) answered the online survey. Among them, 194/225 (86%) found eOSCES helpful for training and expressed their satisfaction with this experience. Conclusion: Organizing large-scale eOSCEs on Zoom is feasible with the appropriate tools. In addition, eOCSEs should be considered complementary to on-site OSCEs and to train medical students in telemedicine.

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Section: Resultsmentioning

confidence: 99%

Feasibility of large-scale eOSCES: the simultaneous evaluation of 500 medical students during a mock examination

Bouzid

Mirault

Ghazali

et al. 2022

Medical Education Online

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“…Survey 1 was adapted from an instrument used by Phillips et al . [ 19 ] to assess the impact of a telehealth simulation experience in a graduate-level nursing program. The authors granted permission for the use of the survey.…”

Section: Methodsmentioning

confidence: 99%

The impact of a didactic and experiential learning model on health profession students' knowledge, perceptions, and confidence in the use of telehealth

Boos

Murphy

George

et al. 2022

J Edu Health Promot

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BACKGROUND: Training of health profession students in telehealth is important to ensure proper implementation for healthcare delivery. This prospective study aimed to analyze the effects of didactic and experiential learning on knowledge, confidence, and attitudes of telehealth among health profession students (Survey 1). The perceptions of a mixed model telehealth platform were also considered among these students and community clients (Survey 2). MATERIALS AND METHODS: A quasi-experimental repeated-measure study was conducted on 153 university health profession students in physician assistant, physical therapy, occupational therapy, and nursing (NR) across the 2020–2021 academic year. Survey 1 was administered to students pre/postdidactic telehealth training and at two sequential points within two semesters of telehealth experiential learning. Survey 2 was distributed among students and a pool of 19 community clients at 4 time points across the experience. Survey data were analyzed using R software. RESULTS: There was a significant improvement in telehealth knowledge, confidence, and attitudes among all student disciplines after the didactic module with marginal means ranging 3.313/5–4.318/5 for pretest to posttest 1. Improvement continued through experiential learning with marginal means ranging 4.170/5–4.369/5 in posttest 3. There was also a significant student and client approval of the telehealth platform with a student mean high of 3.962/5 ± 0.527 and client mean high of 4.727/5 ± 0.238. CONCLUSION: A didactic training module combined with experiential learning is effective for health profession students' improvement in perception, knowledge, and attitudes toward telehealth. Health profession students and community clients approve a mixed model telehealth platform.

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“…Finally, to enhance the evaluation and delivery of feedback, clear expectations and performance criteria should be communicated and potentially calibrated with evaluators, as with in‐person evaluation 21‐24 . While challenges exist with remote skill assessments, health professional students have detailed the positive impact of these learning experiences on their clinical abilities and confidence 21‐23,25‐27 …”

Section: Commentarymentioning

confidence: 99%

“…Employing remote skill assessments can prepare learners for telehealth. However, modification of the skill assessment to focus on skills that can be practiced and assessed remotely should be a priority 21‐23,25‐27 . As we forge ahead with adaptations in experiential experiences, it is key to also re‐evaluate and adapt assessment rubrics to ensure new or previous expectations are being met as well as ACPE standards.…”

Section: Commentarymentioning

confidence: 99%

Forging ahead from adaptations of teaching during the COVID‐19 pandemic: Perspectives from multiple pharmacy programs

Higbea

Bald

Isaacs

et al. 2020

J Am Coll Clin Pharm

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The introduction of the coronavirus disease 2019 (COVID‐19) pandemic in the Spring semester of 2020 sent many educational units, elementary to higher education, scrambling to move content to remote learning. Within a professional program, this push highlighted gaps or potential pitfalls in preparing students to enter the health care field. This article highlights lessons learned in remote teaching during the pandemic from six unique colleges and schools of pharmacy: Auburn University, Drake University, Purdue University, University of Health Sciences and Pharmacy in St. Louis, Texas Tech University Health Science Center, and University of Utah. These lessons learned pertain to remote content delivery, student engagement, skill development, and assessments within the classroom and experiential settings. Within the classroom setting, the challenges, literature, personal experiences, and key recommendations for lecture‐based learning, group‐based learning, lab‐based learning, and assessments are described. Similarly, for the experiential setting, the challenges, literature, personal experiences, and key recommendations are also described, including training learners for remote patient care as well as examples for remote experiential activities and assessment. Forging ahead, there will be a continued need for future research for remote learning within pharmacy education.

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Assessing the Impact of Telehealth Objective Structured Clinical Examinations in Graduate Nursing Education

Cited by 27 publications

References 12 publications

Feasibility of large-scale eOSCES: the simultaneous evaluation of 500 medical students during a mock examination

Feasibility of large-scale eOSCES: the simultaneous evaluation of 500 medical students during a mock examination

The impact of a didactic and experiential learning model on health profession students' knowledge, perceptions, and confidence in the use of telehealth

Forging ahead from adaptations of teaching during the COVID‐19 pandemic: Perspectives from multiple pharmacy programs

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