Abstract:The impact of the COVID-19 pandemic on the teaching and assessment of clinical skills continues to pose significant challenges for healthcare education providers worldwide. In March 2020 Duke-National University of Singapore (Duke-NUS) Medical School demonstrated how to design and implement clinical skills examinations (OSCEs) in the early phase of COVID-19. As governing bodies continue to revise restrictions to help 'flatten the curve', educational institutions have to undertake a rapid review of assessment p… Show more
“…The teacher asked the learners to create a project and determined some criteria that learners should master before proceeding to the next learning sequence. The findings were in line with Canning et al (2020) about the practical difficulties of assessing this pandemic. The same finding was also found by Alamsyah et al (2021).…”
Section: The Manifestation Of the Teacher's Pedagogical Competencesupporting
This study aims to explain the teacher’s pedagogical competence and professional competence on EFL, authentic assessment on EFL, describe the application of authentic assessment, and investigate the effect of teachers' pedagogical and professional competencies on authentic assessment practice. This qualitative study investigated the effects of pedagogical and professional competencies on authentic assessment practice. The subjects of the study consisted of the English teachers of Public Senior High School 1 Jepara. The data were collected with the observation checklist, questionnaire, and interview. The data were analyzed with Miles and Huberman's model. The teacher manifested her pedagogical competence into the plan implementation, evaluation, and reflection. The way she applied authentic assessment was only with the project. She was aware of the function of authentic assessment. It was proven that she did not level up the learning activities when the learners had not passed a specific criterion she determined. However, since she did not provide corrective feedbacks, the learners felt that the teacher only assessed the final project product. Moreover, the teacher did not provide a proper evaluation. She only provided the correct examples, so it made the learners could not arrange their plans. This situation could be improved if the teacher continuously developed her academic qualification and competence based on science, technology, and artistic advancement. Teachers should have this features to be more professional.
“…The teacher asked the learners to create a project and determined some criteria that learners should master before proceeding to the next learning sequence. The findings were in line with Canning et al (2020) about the practical difficulties of assessing this pandemic. The same finding was also found by Alamsyah et al (2021).…”
Section: The Manifestation Of the Teacher's Pedagogical Competencesupporting
This study aims to explain the teacher’s pedagogical competence and professional competence on EFL, authentic assessment on EFL, describe the application of authentic assessment, and investigate the effect of teachers' pedagogical and professional competencies on authentic assessment practice. This qualitative study investigated the effects of pedagogical and professional competencies on authentic assessment practice. The subjects of the study consisted of the English teachers of Public Senior High School 1 Jepara. The data were collected with the observation checklist, questionnaire, and interview. The data were analyzed with Miles and Huberman's model. The teacher manifested her pedagogical competence into the plan implementation, evaluation, and reflection. The way she applied authentic assessment was only with the project. She was aware of the function of authentic assessment. It was proven that she did not level up the learning activities when the learners had not passed a specific criterion she determined. However, since she did not provide corrective feedbacks, the learners felt that the teacher only assessed the final project product. Moreover, the teacher did not provide a proper evaluation. She only provided the correct examples, so it made the learners could not arrange their plans. This situation could be improved if the teacher continuously developed her academic qualification and competence based on science, technology, and artistic advancement. Teachers should have this features to be more professional.
“…2 ) Ashokka et al [ 42 , 43 ]; Canning et al [ 36 ] Fig. 2 An image from an OSCE with infection control measures (off-site examiner using video-conferencing; PPE) at Duke-NUS Medical School [ 72 ]. (Taken with permission from the study author.…”
Section: Resultsmentioning
confidence: 99%
“…Study authors described modifying their usual approach to patient participation in response to the pandemic. Two studies described replacing patients with mannequins and simulators [ 38 , 45 ] and five studies described using hybrid stations that mixed a professional encounter with patients/simulated patients and a physical examination/practical procedure demonstrated on a mannikin or task trainer [ 36 , 40 , 42 , 49 ]. Several studies explained how they increased the use of simulated patients in stations: one described how simulated patients were trained to mimic clinical conditions by eliciting clinical signs (examples given in Fig.…”
Section: Resultsmentioning
confidence: 99%
“…Two studies described history-taking stations which were undertaken via videoconferencing with patients offsite while students remained onsite [ 36 , 38 ]. Additionally, two studies described replacing activities used in traditional stations [ 41 , 46 ]; one study replaced fundoscopic examination with interpretation of retinal photos [ 46 ], and another replaced patient encounters with questioning from an examiner [ 41 ].…”
Introduction
Clinical examinations (assessments) are integral to ensuring that medical students can treat patients safely and effectively. The COVID-19 pandemic disrupted traditional formats of clinical examinations. This prompted Medical Schools to adapt their approaches to conducting these examinations to make them suitable for delivery in the pandemic. This systematic review aims to identify the approaches that Medical Schools, internationally, adopted in adapting their clinical examinations of medical students in response to the COVID-19 pandemic.
Methods
Three databases and four key medical education journals were systematically searched up to 22 October 2021; a grey literature search was also undertaken. Two reviewers independently screened at title, abstract stage and full text stage against predefined eligibility criteria. Discrepancies were resolved by discussion and involvement of senior authors. Risk of bias assessment was performed using an adapted version of a pre-existing risk of bias assessment tool for medical education developments. Results were summarised in a narrative synthesis.
Results
A total of 36 studies were included, which documented the approaches of 48 Medical Schools in 17 countries. Approaches were categorised into in-person clinical examinations (22 studies) or online clinical examinations (14 studies). Authors of studies reporting in-person clinical examinations described deploying enhanced infection control measures along with modified patient participation. Authors of studies reporting online clinical examinations described using online software to create online examination circuits. All authors reported that adapted examinations were feasible, scores were comparable to previous years’ student cohorts, and participant feedback was positive. Risk of bias assessment highlighted heterogeneity in reporting of the clinical examinations.
Conclusions
This review identified two broad approaches to adapting clinical examinations in the pandemic: in-person and online. Authors reported it was feasible to conduct clinical examinations in the pandemic where medical educators are given sufficient time and resources to carefully plan and introduce suitable adaptations. However, the risk of bias assessment identified few studies with high reporting quality, which highlights the need for a common framework for reporting of medical education developments to enhance reproducibility across wider contexts. Our review provides medical educators with the opportunity to reflect on past practises and facilitate the design and planning of future examinations.
“…The COVID-19 pandemic has affected all aspects of medical education, from delivery 1 to assessment, 2 forcing a migration to the virtual setting that is likely to endure beyond the pandemic. 3 Dermatology, already marginalized in traditional curricula relative to patient burden, has been disrupted, 4 potentially due to an historical reliance on brief face-to-face (F2F) encounters to visualize dermatoses.…”
Background. Dermatology is under-represented in UK undergraduate curricula, and with a diagnostic and educational toolkit that is heavily centred on face-to-face (F2F) clinical examination, dermatology education has been disproportionately affected by the COVID-19 pandemic. Online channel-based messaging apps such as Slack offer an opportunity to engage students in remote, multimodal collaborative learning by reproducing a classroom environment in the virtual space. Aim. To determine the feasibility, acceptability and proof of concept for an online Slack community in undergraduate dermatology education. Methods. Undergraduate medical students participated in an online classroom for a 6-week programme encompassing case-based discussions, seminars and journal clubs. The platform was facilitated by junior doctors (n = 10) and patient educators (n = 6). Students and faculty completed a post-course evaluation. Students additionally completed a pre-and post-intervention dermatology quiz. Mixed methods analyses included quantitative analyses to explore data trends and qualitative phenomenographic analyses to assimilate key underlying themes. Results. Students (n = 65) were enrolled to join the platform. The evaluation was completed by students (n = 52) from UK universities (n = 27). The majority of students (n = 27) interacted with the platform as passive observers (≤ 5 active interactions with the channel), with a small group (n = 4) of 'super-users' (≥ 100 active interactions). The overall quality of the course was described as 'excellent' by 96% of participants and 100% of faculty.
Conclusion.A community-based online classroom can act as an enjoyable, acceptable and collaborative means of delivering dermatology education to undergraduate medical students. Its ease of use and supportive nature may also facilitate patient involvement. Such advances may provide vital safeguards against the reduction in F2F learning that has accompanied the COVID-19 pandemic.
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