Transition from in-person to telehealth standardized patient encounters: A retrospective analysis of 18 cases

Medication therapy problems assessment within medication history objective structured clinical examinations using standardized patients versus peer actors

“…A report from Cole and colleagues suggested transitions from in‐person to remote instruction did not significantly reduce academic performance 37 . Melendez and colleagues found no differences in P2 and P3 students' academic performance comparing remote interactions with SPs (because of COVID‐19) versus previous simulations with SPs conducted in‐person 38 . A systematic review by Kunutsor et al suggested that there was moderate agreement (kappa coefficient >0.4) in OSCE grades comparing in‐person against remote administrations 40 .…”

“…Results from the 2021–2022 North American Pharmacist Licensure Examination (NAPLEX) demonstrated 3%–6% absolute decreases compared to pre‐COVID administrations 36 . However, at least three single‐center reports in pharmacy education suggest students' grades on OSCEs and communication activities were similar pre‐post COVID‐19 37–39 . One systematic review including medical, dental, and nursing students and medical residents similarly found no differences in learners' grades comparing in‐person and remote OSCEs 40 .…”

“…36 However, at least three single-center reports in pharmacy education suggest students' grades on OSCEs and communication activities were similar pre-post COVID-19. [37][38][39] One systematic review including medical, dental, and nursing students and medical residents similarly found no differences in learners' grades comparing in-person and remote OSCEs. 40 Our sensitivity analysis attempted to control for differences observed between the cohorts at baseline (composite PCAT and grades in two previous Pharmacy Practice courses), but machine learning analyses may have been necessary to account for additional confounding due to COVID-19.…”

“…37 Melendez and colleagues found no differences in P2 and P3 students' academic performance comparing remote interactions with SPs (because of COVID-19) versus previous simulations with SPs conducted in-person. 38 A systematic review by Kunutsor et al suggested that there was moderate agreement (kappa coefficient >0.4) in OSCE grades comparing in-person against remote administrations. 40 The rubric (Supporting Information B) used to grade students was implemented in the capstone starting in 2018 but not validated since implementation, and further research is necessary to determine its internal and external validity.…”