Lessons learned pivoting to a virtual OSCE: Pharmacy faculty and student perspectives

Deville, Rebecca L.; Fellers, Caitlin M.; Howard, Meredith L.

doi:10.1016/j.cptl.2021.06.046

Cited by 15 publications

(7 citation statements)

References 8 publications

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“…Therefore, discussion on simulated clinical scenarios in line with skills to be assessed, number of stations, development of virtual assessment rubric, and utilisation of digital security tools must be initiated early with all stakeholders (Hopwood et al, 2020;Updike et al, 2021). The practicality of the simulated scenarios and stations to be transformed online, for instance, converting the physical students' rotation between stations, must be designed in an easy-to-follow online OSCE circuit to minimise potential technical errors (Kakadia et al, 2020;Deville et al, 2021). Furthermore, vOSCE requires the proper utilisation of qualified human resources and people experienced in handling technology tools, including the availability of Information Communication Technology (ICT) support and virtual platforms that best suits the examiners, students, simulated patients, and faculty staff (Tabatabai, 2020).…”

Section: Introductionmentioning

confidence: 99%

Virtual OSCE: Experience and challenges with a large cohort of pharmacy students

et al. 2022

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In response to the inability to conduct conventional face-to-face objective structured clinical examination (OSCE) due to the COVID-19 lockdown, this study explored options to design virtual OSCE (vOSCE) that meets the objectives and standards of effective competency-based assessment for a large cohort of pharmacy students. The vOSCE required advanced planning of the actual assessment and technical conduct. The development of a master plan consisting of the types of competencies to test, topics and number of cases, and assessment rubrics, guided the team members to develop an adequate OSCE assessment module. Technical aspects included recruitment of examiners, simulated patients (SP), technical support, and a platform for vOSCE. The main challenges were to ensure well-ordered vOSCE and a stable internet connection for examiners, SP, and students. Google Meet was utilised due to its functionality, familiarity, and low internet consumption to all parties involved. Feedback was obtained from stakeholders to improve future OSCE conduct.

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Section: Introductionmentioning

confidence: 99%

Virtual OSCE: Experience and challenges with a large cohort of pharmacy students

et al. 2022

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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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“…This could apply to all aspects of clinical training, including assessment. Various strategies have either been used for the first time or have been re-introduced more extensively-like virtual clinical rounds, 3 virtual assessment (like virtual Objective Structured Clinical Examination), 4 and use of social media for medical education. 5 The inherent visual nature of dermatology makes it particularly suitable for this model.…”

Section: Using Learning Management Systems For Virtual Teaching Clini...mentioning

confidence: 99%

Using learning management systems for virtual teaching clinics in dermatology

Kaliyadan¹,

Pulickal²,

Dhafiri³

2022

IJDVL

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Lessons learned pivoting to a virtual OSCE: Pharmacy faculty and student perspectives

Cited by 15 publications

References 8 publications

Virtual OSCE: Experience and challenges with a large cohort of pharmacy students

Virtual OSCE: Experience and challenges with a large cohort of pharmacy students

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

Using learning management systems for virtual teaching clinics in dermatology

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