Shehata Mohamed H, Kumar Archana P, Arekat Mona R, Alsenbesy Mohamed, Mohammed Al Ansari Ahmed, Atwa Hani, Ahmed Samar A, Deifalla Abdelhalim
College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain.
Helwan University Faculty of Medicine, Cairo, Egypt.
Clin Teach. 2021 Jun;18(3):236-242. doi: 10.1111/tct.13285. Epub 2020 Oct 16.
This toolbox highlights the lessons learned and the tools used to run the online OSCE at the College of Medicine and Medical Sciences, Arabian Gulf University (CMMS-AGU) using Zoom™️. The examiners considered the examination to be valid in assessing all clinical skills except for psychomotor skills and students found it to be highly acceptable. We describe three phases. Planning and preparation phase in which situation analysis, aligning stakeholders, mobilizing resources, creating a shared vision, and ownership of the exam project take place. For successful implementation of examinations, detailed plans are needed including manpower, timings, number of stations and detailed description of the steps of the examination process. We provide a set of guiding questions for proper decision making related to online clinical exams. Implementation Phase in which piloting is very useful to apply improvements to the original plan and to outline the needed capacity building of the participating staff. We give a detailed description of the guiding documents, means of communication and features of ZOOM that were used. Evaluation phase we provide a guide for evaluating the process and outcome, including a list of key performance indicators.
本工具箱重点介绍了在海湾大学医学院和医学科学学院（CMMS - AGU）使用Zoom™️开展在线客观结构化临床考试（OSCE）所获得的经验教训及使用的工具。考官们认为该考试在评估除精神运动技能外的所有临床技能方面是有效的，学生们也认为其非常可接受。我们描述了三个阶段。规划与准备阶段，在此阶段进行情况分析、协调利益相关者、调动资源、创建共同愿景以及明确考试项目的所有权。为成功实施考试，需要详细的计划，包括人力、时间安排、站点数量以及考试过程步骤的详细描述。我们提供了一系列与在线临床考试相关的正确决策指导问题。实施阶段，在此阶段进行试点对于改进原计划以及概述参与人员所需的能力建设非常有用。我们详细描述了所使用的指导文件、沟通方式以及Zoom的功能。评估阶段，我们提供了一个评估过程和结果的指南，包括关键绩效指标列表。
