Changing student perception of an Online Integrated Structured Clinical Examination during the COVID-19 pandemic
File(s)
Author(s)
Type
Journal Article
Abstract
Background:
The COVID-19 pandemic has created a hiatus in in-person clinical assessments due to safety and logistical concerns. We aimed to evaluate student perception and utility of an online Integrated Structured Clinical Examinations (ISCEs) during the pandemic.
Methods:
Final-year medical students from a single institution were offered an online mock ISCE through a student-to-student (“near-peer”) teaching-programme. A questionnaire based cross-sectional study was conducted pre- and post-online mock ISCE.
Results:
64 students completed the study. Matched pre- and post-data showed an increase in confidence (p<0.0001), less worry regarding the online format (p<0.0001) and less anxiety about excelling in ISCEs (p<0.001). Students felt that having done the mock, an online format would more positively affect their overall performance (p=0.007).
Conclusions:
This study demonstrates a positive change in student perception and confidence in online ISCEs. Online ISCEs are thus feasible, though sole reliance on this format may provide an incomplete assessment of student’s overall clinical competency.
The COVID-19 pandemic has created a hiatus in in-person clinical assessments due to safety and logistical concerns. We aimed to evaluate student perception and utility of an online Integrated Structured Clinical Examinations (ISCEs) during the pandemic.
Methods:
Final-year medical students from a single institution were offered an online mock ISCE through a student-to-student (“near-peer”) teaching-programme. A questionnaire based cross-sectional study was conducted pre- and post-online mock ISCE.
Results:
64 students completed the study. Matched pre- and post-data showed an increase in confidence (p<0.0001), less worry regarding the online format (p<0.0001) and less anxiety about excelling in ISCEs (p<0.001). Students felt that having done the mock, an online format would more positively affect their overall performance (p=0.007).
Conclusions:
This study demonstrates a positive change in student perception and confidence in online ISCEs. Online ISCEs are thus feasible, though sole reliance on this format may provide an incomplete assessment of student’s overall clinical competency.
Date Issued
2021-08-12
Date Acceptance
2021-07-20
Citation
Advances in Medical Education and Practice, 2021, 2021 (12), pp.887-894
ISSN
1179-7258
Publisher
Dove Medical Press
Start Page
887
End Page
894
Journal / Book Title
Advances in Medical Education and Practice
Volume
2021
Issue
12
Copyright Statement
© 2021 Ganesananthan et al. This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at https://www.dovepress.com/
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the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed.
For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms (https://www.dovepress.com/terms.php).
terms.php and incorporate the Creative Commons Attribution – Non Commercial (unported, v3.0) License (http://creativecommons.org/licenses/by-nc/3.0/). By accessing
the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed.
For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms (https://www.dovepress.com/terms.php).
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Identifier
https://www.dovepress.com/changing-student-perception-of-an-online-integrated-structured-clinica-peer-reviewed-fulltext-article-AMEP
Subjects
1302 Curriculum and Pedagogy
Publication Status
Published
Date Publish Online
2021-08-12