Clinical Performance Assessment and Interactive Video Teleconferencing: An Iterative Exploration

Frye, Ann; Callaway, Michael R.; Romero, Cecilia M.; Walters, Diedra J.

doi:10.1207/s15328015tlm1402_10

Cited by 8 publications

(2 citation statements)

References 2 publications

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“…The concept of remote clinical examination has taken many forms. Previous researchers have attempted to use videoconferencing, networked webcams with propriety software and Telehealth equipment. The use of videotaping may also be considered a form of remote examination if the encounter is viewed and scored at a later time …”

Section: Introductionmentioning

confidence: 99%

The objective structured clinical examination: can physician-examiners participate from a distance?

et al. 2014

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OBJECTIVES Currently, a 'pedagogical gap' exists in distributed medical education in that distance educators teach medical students but typically do not have the opportunity to assess them in large-scale examinations such as the objective structured clinical examination (OSCE). We developed a remote examiner OSCE (reOSCE) that was integrated into a traditional OSCE to establish whether remote examination technology may be used to bridge this gap. The purpose of this study was to explore whether remote physician-examiners can replace on-site physician-examiners in an OSCE, and to determine the feasibility of this new examination method.METHODS Forty Year 3 medical students were randomised into six reOSCE stations that were incorporated into two tracks of a 10-station traditional OSCE. For the reOSCE stations, student performance was assessed by both a local examiner (LE) in the room and a remote examiner (RE) who viewed the OSCE encounters from a distance. The primary endpoint was the correlation of scores between LEs and REs across all reOSCE stations. The secondary endpoint was a post-OSCE survey of both REs and students.RESULTS Statistically significant correlations were found between LE and RE checklist scores for history taking (r = 0.64-r = 0.80), physical examination (r = 0.41-r = 0.54), and management stations (r = 0.78). Correlations between LE and RE global ratings were more varied (r = 0.21-r = 0.77). Correlations on three of the six stations reached significance. Qualitative analysis of feedback from REs and students showed high acceptance of the reOSCE despite technological issues.CONCLUSIONS This preliminary study demonstrated that OSCE ratings by LEs and REs were reasonably comparable when using checklists. Remote examination may be a feasible and acceptable way of assessing students' clinical skills, but further validity evidence will be required before it can be recommended for use in high-stakes examinations.

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Section: Introductionmentioning

confidence: 99%

The objective structured clinical examination: can physician-examiners participate from a distance?

et al. 2014

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“…There were no differences between groups in the students' overall evaluation of the examination experiences, and most WebOSCE students found the method enjoyable, reporting it to be a fair test of their skills. Bulik et al 13 explored the use of videoconferencing as a means for community preceptors to assess the interaction of third-year medical students with SPs on clinical performance examinations. They found that an equivalent, although not identical, testing environment for students and evaluators could be facilitated by videoconferencing.…”

Section: Introductionmentioning

confidence: 99%

A comparison of face-to-face versus remote assessment of neonatal resuscitation skills

Curran

Aziz²,

O’Young

et al. 2005

J Telemed Telecare

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The neonatal resuscitation skills of 30 third-year medical students were assessed in real time by a face-to-face examiner in the same room as the student, and by a remote examiner located in a separate room using the ANAKIN system. The ANAKIN system combines an instrumented manikin simulator, computer-based assessment and high-bandwidth videoconferencing. The students were assessed while performing a neonatal resuscitation megacode using the ANAKIN system. Students were satisfied with the ANAKIN system as an assessment system and were not intimidated by its use. However, the correlation between the face-to-face and remote examiner's mean total performance assessment scores was 0.27, which was not significant (P=0.14). The results indicated variation between the examiners' performance scores in a number of key technical skill areas. The findings from this study have implications for the use of technology-mediated systems in assessing resuscitation skills. Examiner orientation is critical for individuals using such systems. These persons must be comfortable and confident in using the technology. Interface and design features of the system need to be carefully scrutinized and tested.

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Comparison of teaching and learning outcomes between video-linked, web-based, and classroom tutorials: An innovative international study of profession education in physical therapy

Jones

Dean

Hui-Chan

2010

Computers & Education

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Clinical Performance Assessment and Interactive Video Teleconferencing: An Iterative Exploration

Abstract: We feel confident in recommending IVT as a viable option for involving community preceptors in high-stakes testing and with other campus-based activities. We also report on the value of IVT in faculty development activities.

Cited by 8 publications

References 2 publications

The objective structured clinical examination: can physician-examiners participate from a distance?

The objective structured clinical examination: can physician-examiners participate from a distance?

A comparison of face-to-face versus remote assessment of neonatal resuscitation skills

Comparison of teaching and learning outcomes between video-linked, web-based, and classroom tutorials: An innovative international study of profession education in physical therapy

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