Medical Education Online (Dec 2022)

Feasibility of large-scale eOSCES: the simultaneous evaluation of 500 medical students during a mock examination

  • Donia Bouzid,
  • Tristan Mirault,
  • Aiham Ghazali,
  • Léonore Muller,
  • Enrique Casalino,
  • Nathan Peiffer Smadja,
  • Baptiste Auber,
  • Mathias Guerin,
  • Charles Henri Sambet,
  • Isabelle Etienne,
  • Victoire De Lastours,
  • Cécile Badoual,
  • Cédric Lemogne,
  • Philippe Ruszniewski,
  • Université Paris Cité’ OSCE study group,
  • Albert Faye,
  • Alexy Tran Dinh

DOI
https://doi.org/10.1080/10872981.2022.2084261
Journal volume & issue
Vol. 27, no. 1

Abstract

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The COVID-19 pandemic has led health schools to cancel many on-site training and exams. Teachers were looking for the best option to carry out online OSCEs, and Zoom was the obvious choice since many schools have used it to pursue education purposes. Methods: We conducted a feasibility study during the 2020–2021 college year divided into six pilot phases and the large-scale eOSCEs on Zoom on June 30th, 2021. We developed a specific application allowing us to mass create Zoom meetings and built an entire organization, including a technical support system (an SOS room and catching-up rooms) and teachers’ training sessions. We assessed satisfaction via an online survey. Results: On June 30th, 531/794 fifth-year medical students (67%) participated in a large-scale mock exam distributed in 135 Zoom meeting rooms with the mobilization of 298 teachers who either participated in the Zoom meetings as standardized patients (N =135, 45%) or examiners (N =135, 45%) or as supervisors in the catching-up rooms (N =16, 6%) or the SOS room (N =12, 4%). In addition, 32/270 teachers (12%) experienced difficulties connecting to their Zoom meetings and sought the help of an SOS room member. Furthermore, 40/531 students (7%) were either late to their station or had technical difficulties and declared those issues online and were welcomed in one of the catching-up rooms to perform their eOSCE stations. Additionally, 518/531 students (98%) completed the entire circuit of three stations, and 225/531 students (42%) answered the online survey. Among them, 194/225 (86%) found eOSCES helpful for training and expressed their satisfaction with this experience. Conclusion: Organizing large-scale eOSCEs on Zoom is feasible with the appropriate tools. In addition, eOCSEs should be considered complementary to on-site OSCEs and to train medical students in telemedicine.

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