Kurz S, Buggenhagen H, Wachter N, Penzkofer L, Dietz S O, König T T, Heinemann M K, Neulen A, Hanke L I, Huber T
Rudolf Frey Lernklinik, Universitätsmedizin, Johannes Gutenberg-Universität Mainz, Mainz, Deutschland.
Klinik für Allgemein‑, Viszeral- und Transplantationschirurgie, Universitätsmedizin, Johannes Gutenberg-Universität Mainz, Langenbeckstr. 1, 55131, Mainz, Deutschland.
Chirurgie (Heidelb). 2022 Oct;93(10):976-982. doi: 10.1007/s00104-022-01650-7. Epub 2022 May 20.
The COVID-19 pandemic has changed medical teaching worldwide. Digital teaching and examinations are successful for cognitive learning objectives, whereas practical skills had to be carried out predominantly in person under strict hygiene standards.
This study presents the opportunities and challenges of using a presence objective structured clinical examination (OSCE) at a distance with digital support.
Following surgical practical teaching an OSCE was conducted in presence, where students demonstrated practical skills in one room while the examiners were connected via videoconference from another room. Students were surveyed about the OSCE and sustained learning via a standardized online questionnaire after completion of the surgical teaching. Additionally, examiners were surveyed on their experiences.
In the online survey 40 students participated (25% of n = 157 students contacted) and 36 completed questionnaires were analyzed. Overall, the implementation of an OSCE even under pandemic conditions was perceived as very positive by the students (92% of students n = 33). In particular, the acquisition of practical skills was rated as very high. For 78% (n = 28) of the students, the acquisition of competencies through the practical examination was particularly sustainable. The vast majority of students and examiners felt safe regarding infection control because of the hygiene concept (92%, n = 33). Overall, 80 students achieved grade 1 (51%), 71 students grade 2 (45.2%) and 6 students grade 3 (3.8%) (grade 1 = very good, grade 6 = very bad).
Practical examinations are essential for checking practical learning objectives and can be implemented at a distance with a well-developed hygiene concept and digital support.
新冠疫情改变了全球医学教学。数字教学和考试在实现认知学习目标方面很成功，而实践技能主要必须在严格的卫生标准下亲自进行。
本研究介绍了在数字支持下远程进行现场客观结构化临床考试（OSCE）的机遇与挑战。
在外科实践教学之后，进行了一次现场OSCE，学生们在一个房间展示实践技能，而考官则通过视频会议从另一个房间进行连接。在外科教学结束后，通过标准化在线问卷对学生进行了关于OSCE和持续学习的调查。此外，还对考官的经历进行了调查。
在线调查中有40名学生参与（占联系学生总数n = 157的25%），分析了36份完整问卷。总体而言，学生们认为即使在疫情条件下实施OSCE也是非常积极的（92%的学生，n = 33）．特别是，实践技能的掌握被评为非常高。对于78%（n = 28）的学生来说，通过实践考试获得的能力尤其具有持续性。绝大多数学生和考官由于卫生理念而对感染控制感到放心（92%，n = 33）。总体而言，80名学生获得1级（51%），71名学生获得2级（45.2%），6名学生获得3级（3.8%）（1级 = 非常好，6级 = 非常差）。
实践考试对于检验实践学习目标至关重要，并且可以在完善的卫生理念和数字支持下远程实施。
