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Digital vs Conventional OSCE in Orthopedic Surgery: A Feasibility Cross-Sectional Study.
Tristan Langlais1, Raphaël Pietton2, Adeline Cambon-Binder3
1Sorbonne Université, APHP, Armand Trousseau Hospital, Department of Paediatric Orthopedic surgery, 75012 Paris, France; Toulouse University, Department of Pediatric Orthopedic Surgery, Purpan, Toulouse, France.
Remote Objective Structured Clinical Examinations (OSCEs) demonstrated comparable scores to conventional methods in orthopedic surgery training. However, students expressed reservations about repeating remote assessments, indicating a need for further evaluation of their overall feasibility.
Area of Science:
- Medical Education
- Orthopedic Surgery
- Distance Learning
Background:
- Remote Objective Structured Clinical Examinations (OSCEs) emerged as an alternative during pandemic periods.
- Their efficacy in orthopedic surgery training remains unevaluated.
- This study addresses the feasibility and efficiency of remote OSCEs for medical students.
Purpose of the Study:
- To evaluate the feasibility and efficiency of remote OSCEs in orthopedic surgery.
- To compare remote OSCEs with conventional OSCEs for assessing undergraduate medical students.
- To analyze student satisfaction with both remote and conventional OSCE formats.
Main Methods:
- A cross-sectional study design was employed.
- Thirty-four students were randomized into conventional and digital OSCE groups.
- Assessment included technical procedures, clinical examination, and radiographic analysis, followed by satisfaction questionnaires.
Main Results:
- Digital and conventional OSCEs yielded comparable mean scores (14.3 vs. 14.4 out of 20, p=0.81).
- 88% of students showed agreement between the two assessment methods.
- Significant differences in student feedback were noted for repeatability, relevance, and preference, but not organization.
Conclusions:
- Remote OSCEs are a feasible and efficient alternative for assessing orthopedic surgery skills in medical students.
- While scores were comparable, student feedback indicates a reluctance towards repeated remote assessments.
- Further research is needed to optimize remote OSCEs for student acceptance and engagement.
