Designing and running an online Objective Structured Clinical Examination (OSCE) on Zoom: A peer-led example

Hannan, Tufayl Ahmed; Umar, Safwan; Rob, Zakaria; Choudhury, Rakin Rownak

doi:10.1080/0142159x.2021.1887836

Cited by 35 publications

(41 citation statements)

References 7 publications

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“…This was due mainly to internet connection issues, which led to audio lag and di culty accessing online resources during both the station and feedback sessions. Similar issues have been highlighted within the literature [10], with a systematic review of medical education during the COVID-19 pandemic showing that virtual teaching poses unique challenges, including reduced student engagement compared to in-person sessions [18].…”

Section: Discussionmentioning

confidence: 80%

“…We anticipate that replicating our workshops on a larger scale would amplify these issues and would require more time, preparation and administrative power to overcome. Other studies have further emphasised how planning and preparation is key to the smooth running of virtual OSCEs [10].…”

Section: Discussionmentioning

confidence: 99%

“…Existing studies in the UK mainly focus on virtual OSCE teaching speci c to a given medical school [4]. Therefore, while there is emerging literature on the trial and delivery of virtual OSCE teaching, there is still a paucity of evidence regarding the advantages and disadvantages in comparison to inperson OSCE teaching, speci c to all medical students nationwide [10,11].…”

Section: Introductionmentioning

confidence: 99%

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Assessing the utility of virtual OSCE sessions as an educational tool: a national pilot study

Grover

Pandya

Ranasinghe

et al. 2021

Preprint

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BackgroundObjective Structured Clinical Examinations (OSCEs) are a common form of assessment used across medical schools in the UK to assess clinical competence and practical skills and are traditionally held in an in-person format. In the past, medical students have often prepared for such exams through in-person peer-assisted learning (PAL), however, due to the recent Covid-19 pandemic, many in-person teaching sessions transitioned to online-based formats. There is currently a paucity of research on the utility of virtual PAL OSCE sessions and thus, we carried out a national pilot study to determine the effectiveness of virtual OSCE teaching via feedback from participants and examiners. MethodsA total of 85 students attended from 19 UK-based medical schools with eight students based internationally attended the series of online OSCE workshops delivered via ZoomⓇ. All students and examiners completed a feedback questionnaire at the end of each session regarding parameters, which included questions on pre-and post-workshop confidence in three OSCE domains: history-taking, communication and data interpretation. The five-point Likert scale was used to self-report confidence, and the results were analysed using the Mann-Whitney U test after assessing for normality using the Shapiro-Wilk test.Results Results from student feedback showed an increase in confidence for all three OSCE domains after each event (p<0.001) with 69.4% agreeing or strongly agreeing that online OSCE sessions could sufficiently prepare them for in-person exams. Questionnaire feedback revealed that 97.6% of students and 86.7% of examiners agreed that virtual OSCE teaching would be useful for preparing for in-person OSCE examinations after the pandemic. ConclusionThe majority of participants in the virtual OSCE sessions reported an improvement in their confidence in history-taking, communication and data interpretation skills. The majority of participants and examiners also reported that they found virtual OSCE sessions to be as engaging and as interactive as in-person teaching. This study has demonstrated that virtual OSCE workshops can serve as a valuable learning resource for students with the potential to be beneficial beyond the pandemic, however, further studies that directly compare academic outcomes between in-person and virtual OSCE teaching sessions are required.

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Section: Discussionmentioning

confidence: 80%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Assessing the utility of virtual OSCE sessions as an educational tool: a national pilot study

Grover

Pandya

Ranasinghe

et al. 2021

Preprint

View full text Add to dashboard Cite

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“…Due to the COVID-19 pandemic, different teams have proposed the realization of online OSCE with satisfactory results for both students and teachers. This modality could also be an answer to this logistic problem [20,21].…”

Section: Discussionmentioning

confidence: 99%

An Objective Structured Clinical Examination (OSCE) for French Dental Students: Feedback after 2 Years

et al. 2021

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The Objective Structured Clinical Examination (OSCE) is a practical examination that provides a standardized assessment of clinical competence. The aim of this study is to evaluate the objectivity and the reliability of an OSCE in dentistry. To this end, a retrospective monocentric observational study was conducted at the Faculty of Dentistry of Nancy by analyzing the exam results of 81 students. The study population consisted of the fifth-year students. The examination was broken down into six stations which were doubled, and different juries of examiners were constituted (installed in different rooms) according to the same composition. The p-value was set at 0.05. We found an equivalence of the results between the different rooms on the global mean score obtained at the six stations (p = 0.021). In terms of gender, women have statistically significantly higher overall scores than men (p = 0.001). The evaluation of a difference in the scores between full-time and part-time teachers does not find any statistically significant difference or equivalence in the station where it was possible to realize the comparison. However, the students’ waiting time before the exam seems to negatively influence the results. Compared with other international OSCE studies, the results presented seemed sufficiently objective and reliable, although some adjustments are still necessary.

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“…Existing studies in the UK mainly focus on virtual OSCE teaching specific to a given medical school [ 4 ]. Therefore, while there is emerging literature on the trial and delivery of virtual OSCE teaching, there is still a paucity of evidence regarding the advantages and disadvantages in comparison to in-person OSCE teaching, specific to all medical students nationwide [ 10 , 11 ].…”

Section: Introductionmentioning

confidence: 99%

Assessing the utility of virtual OSCE sessions as an educational tool: a national pilot study

et al. 2022

View full text Add to dashboard Cite

Background Objective Structured Clinical Examinations (OSCEs) are a common form of assessment used across medical schools in the UK to assess clinical competence and practical skills and are traditionally held in an in-person format. In the past, medical students have often prepared for such exams through in-person peer-assisted learning (PAL), however, due to the recent Covid-19 pandemic, many in-person teaching sessions transitioned to online-based formats. There is currently a paucity of research on the utility of virtual PAL OSCE sessions and thus, we carried out a national pilot study to determine the feasibility of virtual OSCE teaching via feedback from participants and examiners. Methods A total of 85 students from 19 UK-based medical schools with eight students based internationally attended the series of online OSCE workshops delivered via Zoom®. All students and examiners completed a feedback questionnaire at the end of each session regarding parameters, which included questions on pre-and post-workshop confidence in three OSCE domains: history-taking, communication and data interpretation. A Likert scale using 5 Likert items was used to self-report confidence, and the results were analysed using the Mann-Whitney U test after assessing for normality using the Shapiro-Wilk test. Results Results from student feedback showed an increase in confidence for all three OSCE domains after each event (p < 0.001) with 69.4% agreeing or strongly agreeing that online OSCE sessions could sufficiently prepare them for in-person exams. Questionnaire feedback revealed that 97.6% of students and 86.7% of examiners agreed that virtual OSCE teaching would be useful for preparing for in-person OSCE examinations after the pandemic. Conclusion Most participants in the virtual OSCE sessions reported an improvement in their confidence in history-taking, communication and data interpretation skills. Of the participants and examiners that had also experienced in-person OSCE examinations, the majority also reported that they found virtual OSCE sessions to be as engaging and as interactive as in-person teaching. This study has demonstrated that virtual OSCE workshops are a feasible option with the potential to be beneficial beyond the pandemic. However, more studies are required to assess the overall impact on student learning and to determine the value of virtual OSCE workshops on exam performance.

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Designing and running an online Objective Structured Clinical Examination (OSCE) on Zoom: A peer-led example

Cited by 35 publications

References 7 publications

Assessing the utility of virtual OSCE sessions as an educational tool: a national pilot study

Assessing the utility of virtual OSCE sessions as an educational tool: a national pilot study

An Objective Structured Clinical Examination (OSCE) for French Dental Students: Feedback after 2 Years

Assessing the utility of virtual OSCE sessions as an educational tool: a national pilot study

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