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Viva la VOSCE?

J G Boyle1,2, I Colquhoun3, Z Noonan3

  • 1Department of Medicine, Glasgow Royal Infirmary, Castle Street, NHS GGC, Glasgow, G4 0SF, UK. james.boyle@glasgow.ac.uk.

BMC Medical Education
|December 18, 2020
PubMed
Summary
This summary is machine-generated.

The COVID-19 pandemic necessitated a shift from in-person Objective Structured Clinical Examinations (OSCE) to a novel Virtual Objective Structured Clinical Examination (VOSCE). This virtual approach was successfully implemented, offering insights for future medical education assessments.

Keywords:
AssessmentCOVID-19OSCE

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Area of Science:

  • Medical Education
  • Clinical Assessment
  • Digital Health

Background:

  • The COVID-19 pandemic lockdown disrupted traditional face-to-face medical examinations in the UK.
  • Face-to-face Objective Structured Clinical Examinations (OSCE) were particularly affected, posing a challenge for student progression.

Purpose of the Study:

  • To describe the rapid development and implementation of a Virtual Objective Structured Clinical Examination (VOSCE).
  • To reflect on the experience of conducting VOSCE during the pandemic.
  • To discuss the implications of VOSCE for future undergraduate medical assessments.

Main Methods:

  • Development of a novel Virtual Objective Structured Clinical Examination (VOSCE) platform.
  • Implementation of the VOSCE for final medical examinations.
  • Qualitative reflection on the implementation process and outcomes.

Main Results:

  • Successful development and implementation of a VOSCE.
  • Demonstrated feasibility of virtual clinical examinations in response to pandemic restrictions.

Conclusions:

  • Virtual Objective Structured Clinical Examinations (VOSCE) offer a viable alternative to traditional OSCEs.
  • The experience provides valuable lessons for adapting medical education assessment strategies.
  • VOSCE may play a role in future undergraduate assessment models, especially in evolving circumstances.