Use of Face-to-Face Assessment Methods in E-Learning—An Example of an Objective Structured Clinical Examination (OSCE) Test
Abstract
:1. Introduction
2. Materials and Methods
2.1. Study Context
2.2. Organization of the OSCE Tests
2.3. Study Sample and Design
2.4. Study Instrument
2.5. Data Collection
2.6. Data Analysis
3. Results
3.1. Results of the OSCE Tests
3.2. Students’ Feedback on the Provision of OSCE Tests
4. Discussion
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Year | 2018 (4th Year Students) | 2019 (4th Year Students) | 2019 (Assistant Pharmacists) | 2021 (4th Year Students) |
---|---|---|---|---|
Number of participants (n) | 12 | 15 | 23 | 28 |
Setting | Auditorium | Auditorium | Auditorium | Zoom |
2018 Mean (0–3; 0–2) ± Std | 2019 Mean (0–3; 0–2) ± Std | 2019_AP Mean (0–3; 0–2) ± Std | 2021 Mean (0–3; 0–2) ± Std | Total Mean (0–3; 0–2) ± Std | One-Way ANOVA | |
---|---|---|---|---|---|---|
Creating a contact/ending a contact | 2.50 | 2.93 | 2.04 | 2.50 | 2.45 | F(3, 74) = 7.65, p ≤ 0.001 |
± 0.67 | ± 0.26 | ± 0.71 | ± 0.51 | ± 0.64 | ||
Evaluating symptoms | 2.17 | 2.40 | 2.09 | 2.43 | 2.28 | F(3, 74) = 1.52, p = 0.217 |
± 0.58 | ± 0.63 | ± 0.67 | ± 0.63 | ± 0.64 | ||
Evaluating concomitant illnesses, medicines in use | 2.17 | 2.47 | 2.26 | 1.75 | 2.10 | F(3, 74) = 2.46, p = 0.069 |
± 0.83 | ± 0.64 | ± 0.92 | ± 1.04 | ± 0.93 | ||
Recommending medicines or treatment | 2.25 | 2.33 | 2.65 | 1.82 | 2.23 | F(3, 74) = 8.19, p ≤ 0.001 |
± 0.62 | ± 0.62 | ± 0.49 | ± 0.67 | ± 0.68 | ||
Giving drug information | 1.50 | 2.00 | 2.39 | 2.25 | 2.13 | F(3, 74) = 3.47, p = 0.020 |
± 1.17 | ± 1.0 | ± 0.58 | ± 0.70 | ± 0.86 | ||
Using appropriate language to the patient | 2.25 | 2.67 | 2.83 | 2.75 | 2.68 | F(3, 74)= 3.88, p = 0.012 |
± 0.62 | ± 0.49 | ± 0.39 | ± 0.52 | ± 0.52 | ||
Counseling health/ well-being issues | 1.58 | 2.13 | 1.13 | 2.43 | 1.86 | F(3, 74) = 7.37, p ≤ 0.001 |
± 1.24 | ± 0.99 | ± 1.01 | ± 0.96 | ± 1.15 | ||
Patient’s feedback | 1.75 | 1.87 | 1.70 | 1.57 | 1.69 | F(3, 74) = 0.87, p ≤ 0.461 |
± 0.62 | ± 035 | ± 0.56 | ± 0.69 | ± 0.59 |
2018 Mean (0–2; 0–4) ± Std | 2019 Mean (0–2; 0–4) ± Std | 2019_AP Mean (0–2; 0–4) ± Std | 2021 (Zoom) Mean (0–2; 0–4) ± Std | Total Mean (0–2; 0–4) ± Std | One-Way ANOVA | |
---|---|---|---|---|---|---|
The OSCE test enabled us to use clinical knowledge and communication skills | 1.83 ± 0.38 | 1.91 ± 0.30 | 1.90 ± 0.30 | 1.80 ± 0.41 | 1.85 ± 0.36 | F(3, 71) = 0.43, p = 0.731 |
The time to solve the OSCE test cases was sufficient | 1.11 ± 0.74 | 1.82 ± 0.41 | 1.25 ± 0.91 | 1.58 ± 0.65 | 1.41 ± 0.76 | F(3, 70) = 3.04, p= 0.034 |
The test was well conducted and ran smoothly | 1.88 ± 0.33 | 2.00 ± 0.00 | 1.86 ± 0.36 | 1.96 ± 0.20 | 1.92 ± 0.28 | F(3, 70) = 0.96, p = 0.418 |
Sufficient information was provided prior to the test | 1.95 ± 0.23 | 2.00 ± 0.00 | 2.00 ± 0.00 | 2.00 ± 0.00 | 1.99 ± 0.12 | F(3, 71) = 0.98, p = 0.406 |
All assessed knowledge was previously taught | 1.84 ± 0.50 | 2.00 ± 0.00 | 1.95 ± 0.21 | 1.76 ± 0.44 | 1.87 ± 0.38 | F(3, 73) = 1.60, p = 0.197 |
The OSCE made it possible to learn through real-life situations | 1.89 ± 0.32 | 2.00 ± 0.00 | 1.71 ± 0.56 | 1.76 ± 0.60 | 1.82 ± 0.48 | F(3, 72) = 1.13, p = 0.341 |
The OSCE caused less stress than other exams | 1.20 ± 0.77 | 1.31 ± 0.86 | 0.68 ± 0.78 | 1.00 ± 0.83 | 1.01 ± 0.82 | F(3, 75) = 2.18, p = 0.098 |
The OSCE test highlighted gaps in knowledge and communication skills | 1.72 ± 0.46 | 2.00 ± 0.00 | 1.65 ± 0.59 | 1.75 ± 0.53 | 1.75 ± 0.49 | F(3, 69) = 1.24, p = 0.301 |
Overall assessment of the OSCE test | 3.19 ± 0.81 | 3.62 ± 0.51 | 3.22 ± 0.60 | 3.16 ± 0.69 | 3.26 ± 0.68 | F(3, 78) = 1.49, p = 0.225 |
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Sepp, K.; Volmer, D. Use of Face-to-Face Assessment Methods in E-Learning—An Example of an Objective Structured Clinical Examination (OSCE) Test. Pharmacy 2021, 9, 144. https://doi.org/10.3390/pharmacy9030144
Sepp K, Volmer D. Use of Face-to-Face Assessment Methods in E-Learning—An Example of an Objective Structured Clinical Examination (OSCE) Test. Pharmacy. 2021; 9(3):144. https://doi.org/10.3390/pharmacy9030144
Chicago/Turabian StyleSepp, Kristiina, and Daisy Volmer. 2021. "Use of Face-to-Face Assessment Methods in E-Learning—An Example of an Objective Structured Clinical Examination (OSCE) Test" Pharmacy 9, no. 3: 144. https://doi.org/10.3390/pharmacy9030144