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Updated: Nov 8, 2025

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Undertaking a high stakes virtual OSCE ("VOSCE") during Covid-19.

Jenny Blythe1, Nimesh S A Patel2, Will Spiring1

  • 1Queen Mary University of London, Barts and The London School of Medicine & Dentistry, Institute of Health Sciences Education, Centre for Medical Education, Whitechapel, London, E1 1AS, UK.

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|April 21, 2021
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Summary
This summary is machine-generated.

The virtual Objective Structured Clinical Examination (vOSCE) provided a viable remote assessment for final year medical students during the COVID-19 pandemic. This modified assessment allowed students to progress to graduation despite pandemic-related challenges.

Keywords:
AssessmentMedical studentsOSCERemoteVirtual

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Area of Science:

  • Medical Education
  • Digital Health
  • Assessment Methods

Background:

  • The COVID-19 pandemic necessitated emergency remote teaching and alternative high-stakes assessment methods in medical schools.
  • This study details the implementation of a resit virtual OSCE (VOSCE) for final year medical students during pandemic lockdown.

Purpose of the Study:

  • To adapt and implement a virtual OSCE (VOSCE) for final year medical students during the COVID-19 pandemic.
  • To evaluate the feasibility and effectiveness of the VOSCE as a remote assessment tool.

Main Methods:

  • The pre-COVID examination blueprint was modified for a virtual format and content.
  • Pre-training sessions were conducted for all participants, and standardized templates were developed.
  • The VOSCE was delivered via an online digital platform.

Main Results:

  • Nine students completed the two-part VOSCE (communication/clinical and practical procedures).
  • The examination proceeded without technical issues across all participants (students, examiners, simulated patients, invigilators).
  • Six students passed the VOSCE, enabling their progression to graduation.

Conclusions:

  • The VOSCE proved to be a technically successful remote assessment method.
  • Limitations exist in assessing practical procedures remotely, but the VOSCE enabled student progression.
  • Developed training and templates offer a framework for future adoption or expansion of remote assessments.