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J Educ Eval Health Prof > Epub ahead of print
J Educ Eval Health Prof. 2021; 18: 11.
Published online June 1, 2021.
DOI: https://doi.org/10.3352/jeehp.2021.18.11
[Epub ahead of print]
Assessment methods and the validity and reliability of measurement tools in online objective structured clinical examinations: a systematic scoping review
Jonathan Zachary Felthun1  , Silas Taylor2  , Boaz Shulruf2,3  , Digby Wigram Allen1 
1School of Medicine, The University of New South Wales, Kensington, NSW, Australia
2Office of Medical Education, University of New South Wales, Sydney, NSW, Australia
3Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand
Correspondence  Digby Wigram Allen ,Email: d.allen@unsw.edu.au
Editor:  Sun Huh, Hallym University, Korea
Submitted: April 11, 2021  Accepted after revision: May 18, 2021
Abstract
The coronavirus disease 2019 (COVID-19) pandemic has required educators to adapt the in-person objective structured clinical examination (OSCE) to online settings in order for it to remain a critical component of the multifaceted assessment of a student’s competency. This systematic scoping review aimed to summarize the assessment methods and validity and reliability of the measurement tools used in current online OSCE (hereafter, referred to as teleOSCE) approaches. A comprehensive literature review was undertaken following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines. Articles were eligible if they reported any form of performance assessment, in any field of healthcare, delivered in an online format. Two reviewers independently screened the results and analyzed relevant studies. Eleven articles were included in the analysis. Pre-recorded videos were used in 3 studies, while observations by remote examiners through an online platform were used in 7 studies. Acceptability as perceived by students was reported in 2 studies. This systematic scoping review identified several insights garnered from implementing teleOSCEs, the components transferable from telemedicine, and the need for systemic research to establish the ideal teleOSCE framework. TeleOSCEs may be able to improve the accessibility and reproducibility of clinical assessments and equip students with the requisite skills to effectively practice telemedicine in the future.
Keywords: Australia; COVID-19; Objective Structured clinical examination; Online assessment; Educational technology
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