Assessing the online objective structured clinical examinations in urology qualifying exam for urology residents in Indonesia during COVID-19 time

Abstract

This project aimed to assess the Online National Board of Urology Objective Structured Clinical Examination (OSCE) feasibility in evaluating candidates simultaneously from five urology training centers in Indonesia during the COVID-19 pandemic. Data were collected from two online OSCE simulation trials and the Online National Board of Urology OSCE. A self-administered questionnaire was used to assess examiners and candidates’ perception. The average final score of the Online OSCE was compared to previous face-to-face OSCE results. All candidates and examiners (100%) heard and saw clearly the audio-visual in both OSCE simulation trials. None of the candidates had a failing score on the mock exam from all stations. There was a statistically significant difference between the online OSCE and December 2019 face-to-face OSCE. The Online National Board Urology OSCE was feasible and comparable to face-to-face OSCE in evaluating urology candidates. It may be beneficial for the future OSCE method in the medical education system. Objective Structured Clinical Examination (OSCE) which assesses a broad range of urology candidates’ high-level clinical skills, is a more valid and reliable assessment instrument than the traditional oral examination The Online National Board of Urology OSCE method can help evaluate urology candidates, especially during the unprecedented COVID-19 pandemic

Comparability of Objective Structured Clinical Examinations (OSCEs) and Written Tests for Assessing Medical School Students’ Competencies: A Scoping Review

“…Our search yielded 306 potentially relevant articles with 13 articles remaining after title, abstract, and full-text screening ( Arrogante et al, 2021 ; Biolik et al, 2018 ; Boardman et al, 2021 ; Darr et al, 2021 ; Farrell et al, 2021 ; Hsia et al, 2021 ; Lara et al, 2020 ; Martinez et al, 2020 ; Nackman et al, 2006 ; Novack et al, 2002 ; Oliven et al, 2011 ; Scoular et al, 2021 ; Sihombing et al, 2021 ). The PRISMA flow diagram for this research question can be found in Figure 1 ( Page et al, 2021 ).…”

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

“…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.…”

“…All but 10 studies reported assessment within a single institution. The remaining 10 were either board examinations or national (Objective Structured Clinical Examination) OSCEs of different countries 18–27 …”

The evaluation of online Modified Objective Structured Examination (MOSE) as postgraduate admissions re‐examination: A report from Fujian Medical University, China

“…14 The effectiveness of web-based online exams has been demonstrated in various subjects. 15 Cor et al 16 conducted a study on the use of online interviews for selecting students entering pharmacy practice programs, which revealed that most students preferred online interviews over on-site interviews. Moreover, few students experienced technical or practical problems while completing exams remotely.…”

“…However, with the outbreak of COVID‐19, people have been reluctant to travel, 13 making online re‐examination a preferred option, and reducing travel time and expenses 14 . The effectiveness of web‐based online exams has been demonstrated in various subjects 15 . Cor et al 16 .…”