Institute of Dentistry, Faculty of Health Sciences, University of Eastern Finland, Kuopio, Finland.
Research Unit of Oral Health Sciences, Faculty of Medicine, University of Oulu, Oulu, Finland.
Eur J Dent Educ. 2021 Nov;25(4):679-688. doi: 10.1111/eje.12646. Epub 2021 Jan 6.
The aims were to describe the development of a modified national online OSCE during COVID-19 and assess related student feedback.
The modified online OSCE comprising of eight question entities was organised simultaneously in all four dental institutes of Finland using the Moodle virtual learning environment. All fourth-year students (n = 179) attended the examination online at home. Student feedback was collected via an anonymous questionnaire with multiple-choice questions and open-ended questions concerning attitudes towards the modified online OSCE, as well as content and usability of the question entities in the examination. Means and standard deviations were calculated for multiple-choice questions. Content analysis was used for open-ended questions.
Of 179 students, 119 (66%) consented to the study. Students experienced they had received adequate information (mean 3.8; SD 1.2), had a positive attitude before the examination (4.0; 1.0) and found the practice test useful (3.7; 1.1) (range 1-5). Technical implementation (2.7; 0.7) and the difficulty of the questions (2.9; 0.6) (range 1-4) were found to be good. The teaching students received during their studies was sufficient (3.2; 0.5) (range 1-4). Content (mean 3.2; 0.4) and usability (2.9; 0.4) of the question entities were good (range 1-4). The themes arising from open-ended questions were importance and practicality of the topic (in questions) in relation to the work of a dentist and gratitude for the rapid conversion of the OSCE into an online examination despite COVID-19. The themes arising from negative experiences included difficulties in completing the examination within the time allocated, and dissatisfaction with the model answers provided after the examination.
The positive student feedback towards the modified online OSCE encourages including an online examination to complement the traditional OSCE.
描述 COVID-19 期间改良的全国在线 OSCE 的发展，并评估相关学生反馈。
改良后的在线 OSCE 包括八个问题实体，使用 Moodle 虚拟学习环境在芬兰的四个牙科学院同时组织。所有四年级学生（n=179）在家中在线参加考试。通过匿名问卷收集学生反馈，问卷包含多项选择题和开放式问题，涉及学生对改良在线 OSCE 的态度、考试中问题实体的内容和可用性。对多项选择题进行平均值和标准差计算。对开放式问题进行内容分析。
在 179 名学生中，有 119 名（66%）同意参与研究。学生们认为他们获得了足够的信息（均值 3.8；SD 1.2），在考试前有积极的态度（4.0；1.0），并认为练习测试有用（3.7；1.1）（范围 1-5）。技术实施（2.7；0.7）和问题难度（2.9；0.6）（范围 1-4）被认为是好的。他们在学习期间接受的教学被认为是足够的（3.2；0.5）（范围 1-4）。问题实体的内容（均值 3.2；0.4）和可用性（2.9；0.4）良好（范围 1-4）。开放式问题产生的主题包括与牙医工作相关的问题（在问题中）的重要性和实用性，以及对 OSCE 迅速转换为在线考试以应对 COVID-19 的感激之情。负面经验产生的主题包括在分配的时间内完成考试有困难，以及对考试后提供的模型答案不满意。
学生对改良在线 OSCE 的积极反馈鼓励采用在线考试来补充传统 OSCE。
