Accepted Type
Oral
Code
OE1-2-1
Acceptance Declaration
Accept
Additional Information
I declare I have no actual or potential conflict of interest in relation to this program.
Was this work accepted for CCME 2020?
no
Category
General Call (Workshop, Oral Presentation, Poster Presentation)
Type
Oral
Sub Type
Education Innovation
Will the presenter be a:
Other
Presenter Other
Faculty
Affiliation
Considered for Poster
yes
Title
Formative Learner Assessment in the Time of COVID-19: Implementing a Pediatric Postgraduate VOSCE
Length of Presentation
Background/Purpose
Traditional objective standardized clinical examinations (OSCEs) are not possible in the context of COVID-19 physical distancing guidelines and group gathering limitations. Program directors have been forced to delay, cancel, or find alternatives to these assessments. In response we developed and assessed the implementation of virtual OSCEs (VOSCEs).
Summary of the Innovation
We modified OSCEs from two pediatric training programs to run virtually using video communication software (Zoom) . We surveyed all participants on their experience and baseline comfort with technology based on the Technology Acceptance Model. Administrators documented the frequency and reason for deviations from planned procedures.
Survey response rates were high across all participant groups (34/39, 87%). Most trainees (10/18, 56%), examiners (9/11, 82%) and program staff (5/5, 100%) were positive or very positive toward VOSCEs. Participation in, or administering, the VOSCE was rated as easy or very easy by 44% of learners, 64% of examiners and 100% of administrators. Most procedure deviations (5/6, 83%) were technology-related issues that were easily addressed. Years of experience did not significantly influence responses for either administrators or examiners.
Conclusion
The development and implementation of a pediatric VOSCE required creative methods for replicating a traditional OSCE experience, increased time for participant instructions, and scheduling flexibility during administration to manage technology-related deviations from procedure. Despite these potential barriers, our work clearly showed that VOSCEs are a feasible and acceptable method allowing for continued formative learner assessment in the context of restrictions preventing traditional OSCE administration.
Keyword 1
assessment
Keyword 2
OSCE
Keyword 3
resident education
Level of Training
Post Graduate
Abstract Themes
Assessment
Assessment
- Formative
- Technology
Additional Theme (First choice)
Postgraduate
Additional Theme (Second Choice)
Additional Theme (Third Choice)
Authors
Presenter
Jason Silverman
Term 1
Yes
Term 2
Yes
Term 3
Yes
Term 4
Yes
Term 5
Yes
