Pharmacy Students’ Perceptions and Performance on the Use of an Online Virtual Experience Tool for Practicing Objective Structured Clinical Examinations

Abstract

Objective. Objective Structured Clinical Examination (OSCE) practice sessions are logistically challenging and resource demanding. Our objective was to examine pharmacy students' OSCE performance and perceptions about an interactive online learning module (Monash OSCE Virtual Experience (MOVE). Methods. MOVE online module consists of twenty pharmacy case scenarios with virtual patients. It was piloted with our final year pharmacy students at Monash University campuses in Australia (Parkville) and Malaysia (Sunway). A mixed methods approach consisting of: (1) reviewing user attempts and grade comparison, (2) self-administered questionnaires, and (3) focus groups was used to examine students' perception and performance. Results. More than 99% of all students attempted at least one online case scenario in preparation for their final OSCE. 81% attempted all twenty scenarios two or more times. 90% of Sunway students and 70% of Parkville students reported MOVE to be a helpful study tool for their OSCE preparation. However, raw comparison of user attempts and OSCE marks showed no direct correlation between online module attempts and assessment grades. Self-administered questionnaire and focus group results indicated that MOVE prepared students for targeted and time-bound history taking and problem-solving skills. Overall, students perceived MOVE to be a useful learning tool and less overwhelming learning experience than face to face sessions. Nevertheless, students still preferred face-to-face OSCE practice with simulated patients than online practice with virtual patients. Conclusion. MOVE was perceived by our students as a flexible and useful online learning aid for their final year OSCE preparation.

Malaysian pharmacy students’ perspectives on the virtual objective structured clinical examination during the coronavirus disease 2019 pandemic

“…Consistently, half of the responses disagreed with maintaining the vOSCE in the post-pandemic era when the conventional OSCE could be conducted. As reported previously in the local setting, our findings indicate that the students viewed the simulation of real clinical practice involving direct interactions between healthcare providers and patients as preferable to an online assessment model [ 10 ]. In addition, only about one-third of the students agreed that the vOSCE allowed them to demonstrate their knowledge and skills to the same degree as the conventional OSCE.…”

Transitioning Competency-Based Communication Assessments to the Online Platform: Examples and Student Outcomes

“…The use of virtual simulated patients, such as computer-based “patients” with standardized responses, is an emerging method used to train clinical and communication skills in the virtual environment [ 7 ]. This method is a feasible way to prepare students for communication-based OSCEs, and it has demonstrated ability to improve communication-related skills such as enhancing ability to display empathy in a patient encounter [ 8 , 9 ]. However, results are mixed regarding if the level of empathy demonstrated to a virtual patient is more or less than that expressed to a human SP [ 10 ].…”

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

“…The cases designed for vOSCE were short and concise as internet stability was the biggest challenge. However, the shorter amount of time allocated for each station during vOSCE compared to the conventional OSCE may not allow assessing student ability and skills comprehensively, as reported by a recent study (Lim et al, 2020)…”

“…The training or rehearsal session using sample stations will highlight potential technical problems such as inability to access the virtual platform, delay in transitioning between stations, unclear case presentation on screen and nonfunctioning cameras or microphones. This session is also essential to boost stakeholders' confidence and ensure they are competent in using the platform during actual vOSCE (Lim et al, 2020;Hopwood et al, 2021).…”