Validity of OSCE Evaluation Using the FLEX Model of Blended Learning

Area of Science:

• Medical Education
• Clinical Skills Assessment
• Digital Health Technologies

Background:

• Objective Structured Clinical Examination (OSCE) scoring poses risks during pandemics due to expert gatherings.
• The FLEX model offers a safe, self-directed learning environment with offline feedback for OSCE.
• Evaluating student self-video clips can create a secure assessment setting.

Purpose of the Study:

• To investigate the validity of the FLEX model for evaluating Objective Structured Clinical Examination (OSCE) in medical students.
• To assess the feasibility and student acceptance of a FLEX model-based OSCE.
• To compare traditional OSCE scores with those obtained via the FLEX model.

Main Methods:

• Sixteen third-year medical students who failed OSCE participated in a make-up examination.
• Students videotaped and submitted their performance on failed OSCE items online.
• Paired Wilcoxon Signed Rank Test compared original and make-up examination scores, followed by a questionnaire.

Main Results:

• Make-up examination scores via the FLEX model were significantly higher than original OSCE scores.
• Score improvements were consistent across individual skill domains and proficiency levels.
• Students favored the self-videotaped examination for its self-practice opportunities.

Conclusions:

• The FLEX model demonstrates effectiveness for Objective Structured Clinical Examination (OSCE) evaluation in medical education.
• This approach provides a safe and viable alternative for clinical skills assessment.
• The FLEX model supports self-directed learning and improves student performance in OSCE.