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Adapting the OSCE to the times of the COVID-19 pandemic. A look at the e-OSCE from the students’ perspective

Agnieszka Skrzypek Natalia Baster Ian Perera Anna Żądło Agata Stalmach-Przygoda Marta Szeliga Grzegorz Cebula
Folia Medica Cracoviensia | 2022 | Vol. 62 | No 4 | 91-97 | DOI: 10.24425/fmc.2022.144086
Keywords medical didactics OSCE medical education OSCE during the COVID-19 pandemic Department of Medical Education Jagiellonian University Medical College
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Abstract

Background: At the Department of Medical Education, Centre for Innovative Medical Education at Jagiellonian University Medical College, a completely remote OSCE (e-OSCE) was con-ducted for the first time using the Microsoft Teams platform. 255 test takers were tasked with presenting their communication and clinical skills in order to assess clinical reasoning.
Aim: Analysis of the assessment of the OSCE adaptation to the requirements of the COVID-19 pandemic at the Department of Medical Educations in the form of the e-OSCE from the students’ perspective.
Methods: Discussion of the OSCE modification was carried out among 6th-year medical students and graduates undergoing validation of their foreign medical degrees. In order to assess students’ opinions of the e-OSCE, we used questionnaires. The Statistica 12.0 program was used to analyse the results.
Results: According to 91.57% of respondents, the e-OSCE was well-prepared. 60% of students strongly agree and 29.47% rather agree that the order of the stations was appropriate and clear. A majority of respondents rated the e-OSCE as fair. 66.32% of respondents strongly agree and rather agree that the proportions of communication and clinical skills were appropriate. The vast majority of the participants of the exam (81.05%) had enough time for individual stations. A statistically significant (p <0.0001) correla-tion was found between the type of classes and preparation for the e-OSCE. For 61.05% of respondents, the Laboratory Training of Clinical Skills course was the best preparation for students taking the e-OSCE. Taking into account the stressfulness of the OSCE, only 15.96% of students found the online form more stressful than the traditional (in-person) exam.
Conclusions: The e-OSCE in students’ opinions was well-organized. Informing test-takers prior to the e-OSCE about the role of invigilators assessing individual stations should be improved. The e-OSCE has been proven to be suitable for assessing a wide range of material and validating communication and clinical skills in appropriate proportions. The e-OSCE is fair according to examinees’ opinion. The study proves that even in a pandemic, it is possible to prepare an online exam without exposing examiners and examinees to the dangers posed by COVID-19.

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Authors and Affiliations

Agnieszka Skrzypek
1
Natalia Baster
1
Ian Perera
1
Anna Żądło
1
Agata Stalmach-Przygoda
1
Marta Szeliga
1
Grzegorz Cebula
1
  1. Department of Medical Education, Centre for Innovative Medical Education, Faculty of Medicine Jagiellonian University Medical College, Kraków, Poland

Modification of teaching during the COVID-19 pandemic at the Department of Medical Education of Jagiellonian University Medical College

Agnieszka Skrzypek Ian Perera Marta Szeliga Grzegorz Cebula
Folia Medica Cracoviensia | 2020 | Vol. 60 | No 4 | 113-121 | DOI: 10.24425/fmc.2020.136209
Keywords medical didactics medical education distance learning education during the COVID-19 pandemic Department of Medical Education, Jagiellonian University Medical College
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Abstract

The SARS-CoV-2 pandemic contributed to the implementation of changes in the methodology of conducting many courses at medical universities. Achieving learning outcomes was associated with self-discipline and an increased portion of students’ independent work. The aim of the study is to analyze the adaptation of teaching methods to the requirements of the COVID-19 pandemic at the Department of Medical Education of Jagiellonian University Medical College. The university authorities, instructors and students made every effort not to neglect their education. The Microsoft Teams platform allowed for the efficient organization of remote classes. Lectures, activities based on dialogue, brainstorming and role- -playing were conducted via the Internet. Presentations and short films were made available to students. The safety of individuals participating in classes was guaranteed by password access and an invitation sent prior to an online meeting. Remote learning allowed for the synthesis and deepening of students’ knowledge, improvement of communication skills and development of clinical thinking as future doctors. The disadvantages of online education was the inability to improve practical skills, especially on phantoms, under the direct supervision of a trained instructor.
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Bibliography

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Authors and Affiliations

Agnieszka Skrzypek
1
Ian Perera
1
Marta Szeliga
1
Grzegorz Cebula
1
  1. Department of Medical Education, Faculty of Medicine, Jagiellonian University Medical College, Kraków, Poland

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