“We Need More Practice”: Evaluating the Role of Virtual Mock OSCES in the Undergraduate Programme During the COVID Pandemic
Guan Hui Tricia Lim, Ritika Devendra Gera, Fady Hany Kamel, Vikram Ajit Rajan Thirupathirajan, Somar Albani, Rima Chakrabarti UCL Medical School, University College London, London, UKCorrespondence: Rima Chakrabarti, Email r.chakrabarti@ucl.ac.ukBackground: Feedback collated at University College Lo...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Dove Medical Press
2023-02-01
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| Series: | Advances in Medical Education and Practice |
| Subjects: | |
| Online Access: | https://www.dovepress.com/we-need-more-practice-evaluating-the-role-of-virtual-mock-osces-in-the-peer-reviewed-fulltext-article-AMEP |
| _version_ | 1828001962259382272 |
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| author | Lim GHT Gera RD Hany Kamel F Thirupathirajan VAR Albani S Chakrabarti R |
| author_facet | Lim GHT Gera RD Hany Kamel F Thirupathirajan VAR Albani S Chakrabarti R |
| author_sort | Lim GHT |
| collection | DOAJ |
| description | Guan Hui Tricia Lim, Ritika Devendra Gera, Fady Hany Kamel, Vikram Ajit Rajan Thirupathirajan, Somar Albani, Rima Chakrabarti UCL Medical School, University College London, London, UKCorrespondence: Rima Chakrabarti, Email r.chakrabarti@ucl.ac.ukBackground: Feedback collated at University College London Medical School (UCLMS) during the COVID pandemic identified how many students felt unprepared for their summative Objective Structured Clinical Examinations (OSCEs) despite attending mock face-to-face OSCEs. The aim of this study was to explore the role of virtual mock OSCES for improving student’s sense of preparedness and confidence levels for their summative OSCEs.Methods: All Year 5 students (n=354) were eligible to participate in the virtual mock OSCEs and were sent a pre- and post-survey for completion. Hosted on Zoom in June 2021, each circuit comprised six stations, assessing history taking and communication skills only, in Care of the Older Person, Dermatology, Gynaecology, Paediatrics, Psychiatry and Urology.Results: Two hundred and sixty-six Year 5 students (n=354) participated in the virtual mock OSCEs, with 84 (32%) students completing both surveys. While a statistically significant increase in preparedness was demonstrated, there was no difference in overall confidence levels. In contrast, between specialties, a statistically significant increase in confidence levels was seen in all specialties barring Psychiatry. Despite half of the participants highlighting how the format did not sufficiently represent the summative OSCEs, all expressed interest in having virtual mock OSCEs incorporated into the undergraduate programme.Conclusion: The findings of this study suggest that virtual mock OSCEs have a role in preparing medical students for their summative exams. While this was not reflected in their overall confidence levels, this may be due to a lack of clinical exposure and higher anxiety levels among this cohort of students. Although virtual OSCEs cannot replicate the “in-person” experience, considering the logistical advantages, further research is required on how these sessions can be developed, to support the traditional format of face-to-face mock OSCEs within the undergraduate programme.Keywords: virtual mock OSCEs, undergraduate medical education, history taking & communication skills |
| first_indexed | 2024-04-10T06:37:55Z |
| format | Article |
| id | doaj.art-dc84086373fc41deb3801ad7d30cd856 |
| institution | Directory Open Access Journal |
| issn | 1179-7258 |
| language | English |
| last_indexed | 2024-04-10T06:37:55Z |
| publishDate | 2023-02-01 |
| publisher | Dove Medical Press |
| record_format | Article |
| series | Advances in Medical Education and Practice |
| spelling | doaj.art-dc84086373fc41deb3801ad7d30cd8562023-02-28T18:02:44ZengDove Medical PressAdvances in Medical Education and Practice1179-72582023-02-01Volume 1415716681921“We Need More Practice”: Evaluating the Role of Virtual Mock OSCES in the Undergraduate Programme During the COVID PandemicLim GHTGera RDHany Kamel FThirupathirajan VARAlbani SChakrabarti RGuan Hui Tricia Lim, Ritika Devendra Gera, Fady Hany Kamel, Vikram Ajit Rajan Thirupathirajan, Somar Albani, Rima Chakrabarti UCL Medical School, University College London, London, UKCorrespondence: Rima Chakrabarti, Email r.chakrabarti@ucl.ac.ukBackground: Feedback collated at University College London Medical School (UCLMS) during the COVID pandemic identified how many students felt unprepared for their summative Objective Structured Clinical Examinations (OSCEs) despite attending mock face-to-face OSCEs. The aim of this study was to explore the role of virtual mock OSCES for improving student’s sense of preparedness and confidence levels for their summative OSCEs.Methods: All Year 5 students (n=354) were eligible to participate in the virtual mock OSCEs and were sent a pre- and post-survey for completion. Hosted on Zoom in June 2021, each circuit comprised six stations, assessing history taking and communication skills only, in Care of the Older Person, Dermatology, Gynaecology, Paediatrics, Psychiatry and Urology.Results: Two hundred and sixty-six Year 5 students (n=354) participated in the virtual mock OSCEs, with 84 (32%) students completing both surveys. While a statistically significant increase in preparedness was demonstrated, there was no difference in overall confidence levels. In contrast, between specialties, a statistically significant increase in confidence levels was seen in all specialties barring Psychiatry. Despite half of the participants highlighting how the format did not sufficiently represent the summative OSCEs, all expressed interest in having virtual mock OSCEs incorporated into the undergraduate programme.Conclusion: The findings of this study suggest that virtual mock OSCEs have a role in preparing medical students for their summative exams. While this was not reflected in their overall confidence levels, this may be due to a lack of clinical exposure and higher anxiety levels among this cohort of students. Although virtual OSCEs cannot replicate the “in-person” experience, considering the logistical advantages, further research is required on how these sessions can be developed, to support the traditional format of face-to-face mock OSCEs within the undergraduate programme.Keywords: virtual mock OSCEs, undergraduate medical education, history taking & communication skillshttps://www.dovepress.com/we-need-more-practice-evaluating-the-role-of-virtual-mock-osces-in-the-peer-reviewed-fulltext-article-AMEPvirtual mock oscesundergraduate medical educationhistory taking & communication skills |
| spellingShingle | Lim GHT Gera RD Hany Kamel F Thirupathirajan VAR Albani S Chakrabarti R “We Need More Practice”: Evaluating the Role of Virtual Mock OSCES in the Undergraduate Programme During the COVID Pandemic Advances in Medical Education and Practice virtual mock osces undergraduate medical education history taking & communication skills |
| title | “We Need More Practice”: Evaluating the Role of Virtual Mock OSCES in the Undergraduate Programme During the COVID Pandemic |
| title_full | “We Need More Practice”: Evaluating the Role of Virtual Mock OSCES in the Undergraduate Programme During the COVID Pandemic |
| title_fullStr | “We Need More Practice”: Evaluating the Role of Virtual Mock OSCES in the Undergraduate Programme During the COVID Pandemic |
| title_full_unstemmed | “We Need More Practice”: Evaluating the Role of Virtual Mock OSCES in the Undergraduate Programme During the COVID Pandemic |
| title_short | “We Need More Practice”: Evaluating the Role of Virtual Mock OSCES in the Undergraduate Programme During the COVID Pandemic |
| title_sort | ldquo we need more practice rdquo evaluating the role of virtual mock osces in the undergraduate programme during the covid pandemic |
| topic | virtual mock osces undergraduate medical education history taking & communication skills |
| url | https://www.dovepress.com/we-need-more-practice-evaluating-the-role-of-virtual-mock-osces-in-the-peer-reviewed-fulltext-article-AMEP |
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