Medical Faculty’s and Students’ Perceptions toward Pediatric Electronic OSCE during the COVID-19 Pandemic in Saudi Arabia
2.1. Study Design
2.2. Electronic-OSCE Procedures
- Zoom™ breakout rooms were created by the examination committee.
- Students arrived 15 min before the start of the exam and were admitted to waiting virtual breakout rooms.
- The students and the examiners were asked to keep their cameras on throughout the exam.
- The students were admitted to their assigned virtual breakout rooms where their examiners were waiting for them there (e.g., two examiners in each breakout room).
- The examiners then presented students with three different clinical scenarios, which included patient history taking, an emergency case, and a chronic pediatric problem.
- The students were then given eight minutes to answer all post-encounter prompts.
- While one of the examiners was observing and grading the students, the other examiner acted as a standardized patient as needed based on the case scenario.
- At the end of the encounter (24 min in total), a five-minute break was given to allow timely admission of the next group of students.
- A 15-min break between each student and the next was taken to complete the checklist and mark the students by each examiner separately for the three stations.
- The case scenarios were changed for each group with a total of 18 scenarios.
2.3. Faculty’s and Students’ Perceptions of e-OSCE
2.4. Statistical Analysis
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
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|Previously used teleconference methods|
|Work-related online meetings||26||35.6|
|Online learning interfaces||35||47.9|
|How comfortable did you feel participating in this remote clinical exam (via Zoom or any other similar application)?|
|Not at all comfortable||1||1.4|
|Not so comfortable||7||9.6|
|In regard to your previous experience with “classic face-to-face” clinical OSCE, what is the preferred OSCE style for you during the COVID-19 Pandemic?|
|Virtual OSCE (e-OSCE) is preferred||39||53.4|
|Classic face-to-face is preferred||23||31.5|
|Both are equally preferred for me||11||15.1|
|How do you think these remote clinical exams (e-OSCE) affected the quality of the student’s assessment?|
|Similar assessment to the face-to-face OSCE||34||46.6|
|Better assessment than face-to-face OSCE||11||15.1|
|Worse assessment than face-to-face OSCE||28||38.4|
|Doing remote video assessment during the COVID-19 pandemic decreased my anxiety-mean (SD) 1–5 Likert agreement.|
|Neither agree or disagree||18||24.7|
|Video conferencing as an assessment tool for the pediatric course should be incorporated in next year’s courses.|
|Neither agree or disagree||19||26|
|Do you suggest continuing on remote student assessments (via Zoom or similar platforms) after the COVID crisis?|
|The participants perceived Positive aspects of the Online OSCE experience|
|The clear instructions provided||41||60.3|
|Organizers’ prompt communications||40||58.8|
|The free use of the zoom application||40||58.8|
|Clarifying emails received from the organizers||31||45.6|
|The WhatsApp group discussion that related specifically to this event||23||33.8|
|The fast internet speed||19||27.9|
|The demo of videoconference before connecting||5||7.4|
|The participants perceived negative aspects of the Online OSCE experience|
|Slow internet speed||30||44.1|
|Unclear demo video||18||26.4|
|Unfamiliarity with the application||6||8.8|
|Not receiving clarification emails||2||2.9|
|Variable||How Do You Think These Remote Clinical Exams (e-OSCE) Affected the Quality of the Student’s Assessment?||Test Statistic||p-Value|
|Female||40 (88.9)||23 (82.1)||χ2(1) = 0.22||0.642|
|Male||5 (11.1)||5 (17.9)|
|≤30 years||35 (77.8)||15 (53.6)||χ2(1) = 4.70||0.030|
|>30 years||10 (22.2)||13 (46.4)|
|Academic teacher/coordinator||10 (22.2)||13 (46.4)||χ2(1) = 4.670||0.030|
|Medical student||35 (77.8)||15 (53.6)|
|How likely is it that you would recommend virtual assessment (e-OSCE) to a friend or colleague?-median Likert rating||8||6||U(73) = 380.5||0.003|
|How comfortable did you feel participating in this remote clinical exam (via Zoom or any other similar application)?—median Likert rating||4||3.4||U(73) = 418||0.010|
|In regard to your previous experience with “classic face-to-face” clinical OSCE, what is the preferred OSCE style for you during the COVID Pandemic?|
|virtual OSCE (e-OSCE) is preferred||29 (64.4)||10 (35.7)||χ2(2) = 7.60||0.022|
|classic face-to-face is preferred||9 (20)||14 (50)|
|Both are equally preferred for me||7 (15.6)||4 (14.3)|
|Doing remote video assessment during the COVID-19 pandemic decreased my anxiety-median Likert agreement||4||3||U(73) = 487||0.093|
|Video conferencing as an assessment tool for the pediatric course should be incorporated in next year’s courses-median value||4||2||U(73) = 223.5||<0.001|
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Shaiba, L.A.; Alnamnakani, M.A.; Temsah, M.-H.; Alamro, N.; Alsohime, F.; Alrabiaah, A.; Alanazi, S.N.; Alhasan, K.; Alherbish, A.; Mobaireek, K.F.; Bashiri, F.A.; AlRuthia, Y. Medical Faculty’s and Students’ Perceptions toward Pediatric Electronic OSCE during the COVID-19 Pandemic in Saudi Arabia. Healthcare 2021, 9, 950. https://doi.org/10.3390/healthcare9080950
Shaiba LA, Alnamnakani MA, Temsah M-H, Alamro N, Alsohime F, Alrabiaah A, Alanazi SN, Alhasan K, Alherbish A, Mobaireek KF, Bashiri FA, AlRuthia Y. Medical Faculty’s and Students’ Perceptions toward Pediatric Electronic OSCE during the COVID-19 Pandemic in Saudi Arabia. Healthcare. 2021; 9(8):950. https://doi.org/10.3390/healthcare9080950Chicago/Turabian Style
Shaiba, Lana A., Mahdi A. Alnamnakani, Mohamad-Hani Temsah, Nurah Alamro, Fahad Alsohime, Abdulkarim Alrabiaah, Shahad N. Alanazi, Khalid Alhasan, Adi Alherbish, Khalid F. Mobaireek, Fahad A. Bashiri, and Yazed AlRuthia. 2021. "Medical Faculty’s and Students’ Perceptions toward Pediatric Electronic OSCE during the COVID-19 Pandemic in Saudi Arabia" Healthcare 9, no. 8: 950. https://doi.org/10.3390/healthcare9080950