J Nurs Educ. 2022 Feb;61(2):107-110. doi: 10.3928/01484834-20211128-01. Epub 2022 Feb 1.
Due to coronavirus disease 2019 (COVID-19), in-person educational activities were suspended across the globe throughout 2020. In health care education, this required a swift, creative response to maintain the flow of trained clinicians into the workforce without compromising the integrity of core learning outcomes. Early during the pandemic, remote synchronous simulation emerged as a compelling focus of the overall strategy.
At one large health sciences university in the northwestern United States, family nurse practitioner faculty worked closely with the Simulation Operations team to plan, deliver, and assess a pilot tele-OSCE (objective structured clinical examination).
In postevent debriefs and surveys, both standardized patients and students affirmed that the activity was generally safe, accessible, and high value.
With appropriate planning, consensus building, and technology readiness assessment, tele-OSCEs can play a critical role in sustaining the flow of health care students into the workforce during a pandemic. .
由于 2019 年冠状病毒病（COVID-19），2020 年全球范围内暂停了面对面的教育活动。在医疗保健教育中，这需要迅速、创造性地做出回应，在不影响核心学习成果完整性的情况下，保持训练有素的临床医生进入劳动力市场的流程。在大流行早期，远程同步模拟成为整体战略的一个引人注目的焦点。
在美国西北部的一所大型健康科学大学，家庭执业护士教师与模拟运营团队密切合作，计划、提供和评估了一个试点远程客观结构化临床考试（OSCE）。
在事后的讨论和调查中，标准化患者和学生都肯定了该活动的总体安全性、可及性和高价值。
通过适当的规划、共识建立和技术准备评估，远程 OSCE 可以在大流行期间在维持医疗保健学生进入劳动力市场的流程中发挥关键作用。
