"We Need More Practice": Evaluating the Role of Virtual Mock OSCES in the Undergraduate Programme During the COVID Pandemic

Guan Hui Tricia Lim; Ritika Devendra Gera; Fady Hany Kamel; Vikram Ajit Rajan Thirupathirajan; Somar Albani; Rima Chakrabarti

doi:10.2147/AMEP.S381139

"We Need More Practice": Evaluating the Role of Virtual Mock OSCES in the Undergraduate Programme During the COVID Pandemic

Adv Med Educ Pract. 2023 Feb 28:14:157-166. doi: 10.2147/AMEP.S381139. eCollection 2023.

Authors

Guan Hui Tricia Lim¹, Ritika Devendra Gera¹, Fady Hany Kamel¹, Vikram Ajit Rajan Thirupathirajan¹, Somar Albani¹, Rima Chakrabarti¹

Affiliation

¹ UCL Medical School, University College London, London, UK.

Abstract

Background: Feedback collated at University College London Medical School (UCLMS) during the COVID pandemic identified how many students felt unprepared for their summative Objective Structured Clinical Examinations (OSCEs) despite attending mock face-to-face OSCEs. The aim of this study was to explore the role of virtual mock OSCES for improving student's sense of preparedness and confidence levels for their summative OSCEs.

Methods: All Year 5 students (n=354) were eligible to participate in the virtual mock OSCEs and were sent a pre- and post-survey for completion. Hosted on Zoom in June 2021, each circuit comprised six stations, assessing history taking and communication skills only, in Care of the Older Person, Dermatology, Gynaecology, Paediatrics, Psychiatry and Urology.

Results: Two hundred and sixty-six Year 5 students (n=354) participated in the virtual mock OSCEs, with 84 (32%) students completing both surveys. While a statistically significant increase in preparedness was demonstrated, there was no difference in overall confidence levels. In contrast, between specialties, a statistically significant increase in confidence levels was seen in all specialties barring Psychiatry. Despite half of the participants highlighting how the format did not sufficiently represent the summative OSCEs, all expressed interest in having virtual mock OSCEs incorporated into the undergraduate programme.

Conclusion: The findings of this study suggest that virtual mock OSCEs have a role in preparing medical students for their summative exams. While this was not reflected in their overall confidence levels, this may be due to a lack of clinical exposure and higher anxiety levels among this cohort of students. Although virtual OSCEs cannot replicate the "in-person" experience, considering the logistical advantages, further research is required on how these sessions can be developed, to support the traditional format of face-to-face mock OSCEs within the undergraduate programme.

Keywords: history taking & communication skills; undergraduate medical education; virtual mock OSCEs.

Grants and funding

The research study was awarded a £500 grant from the Student Quality Improvement and Development fund (SQUID) at UCLMS. This was evenly distributed among the students/doctors acting as OSCE examiners for the virtual mock sessions.