Ganesananthan Sashiananthan, Li Chunhei, Donnir Anastasia, Anthony Anthony, Woo Timothy, Zielinska Agata P, Khajuria Ankur
Cardiff University School of Medicine, Cardiff, UK.
University Hospital Wales, NHS Wales, Cardiff, UK.
Adv Med Educ Pract. 2021 Aug 12;12:887-894. doi: 10.2147/AMEP.S325364. eCollection 2021.
The COVID-19 pandemic has created a hiatus in in-person clinical assessments due to safety and logistical concerns. We aimed to evaluate student perception and utility of an online Integrated Structured Clinical Examinations (ISCEs) during the pandemic.
Final-year medical students from a single institution were offered an online mock ISCE through a student-to-student ("near-peer") teaching-programme. A questionnaire-based cross-sectional study was conducted pre- and post-online mock ISCE.
Sixty-four students completed the study. Pre- and post-data showed an increase in confidence (p<0.0001), less worry regarding the online format (p<0.0001) and less anxiety about excelling in ISCEs (p<0.001). Students felt that having done the mock, an online format would more positively affect their overall performance (p=0.007).
This study demonstrates a positive change in student perception and confidence in online ISCEs. Online ISCEs are thus feasible, though sole reliance on this format may provide an incomplete assessment of student's overall clinical competency.
由于安全和后勤方面的考虑，新冠疫情导致面对面临床评估中断。我们旨在评估疫情期间学生对在线综合结构化临床考试（ISCEs）的看法及其实用性。
通过学生对学生（“近同伴”）教学计划，为来自单一机构的医学专业最后一年学生提供在线模拟ISCE。在在线模拟ISCE前后进行了一项基于问卷的横断面研究。
64名学生完成了研究。前后数据显示，学生的信心有所增强（p<0.0001），对在线考试形式的担忧减少（p<0.0001），对在ISCE中取得优异成绩的焦虑减轻（p<0.001）。学生们认为，参加模拟考试后，在线考试形式会对他们的整体表现产生更积极的影响（p=0.007）。
本研究表明学生对在线ISCE的看法和信心有积极变化。因此，在线ISCE是可行的，不过单纯依赖这种形式可能无法全面评估学生的整体临床能力。
