Medical Faculty’s and Students’ Perceptions toward Pediatric Electronic OSCE during the COVID-19 Pandemic in Saudi Arabia

• Main Authors: Lana A. Shaiba, Mahdi A. Alnamnakani, Mohamad-Hani Temsah, Nurah Alamro, Fahad Alsohime, Abdulkarim Alrabiaah, Shahad N. Alanazi, Khalid Alhasan, Adi Alherbish, Khalid F. Mobaireek, Fahad A. Bashiri, Yazed AlRuthia
• Format: Article
• Language: English
• Published: MDPI AG 2021-07-01
• Series: Healthcare
• Subjects: final year medical students; COVID-19; pandemic; distance learning; assessment; educational
• Online Access: https://www.mdpi.com/2227-9032/9/8/950

Background: The educational process in different medical schools has been negatively affected by the COVID-19 pandemic worldwide. As a part of the Saudi government’s attempts to contain the spread of the virus, schools’ and universities’ educational activities and face-to-face lectures have been modified to virtual classrooms. The purpose of this study was to explore the perceptions of the faculty and the students of an electronic objective structured clinical examination (E-OSCE) activity that took place during the COVID-19 pandemic in the oldest medical school in Saudi Arabia. Methods: An e-OSCE style examination was designed for the final-year medical students by the pediatrics department, College of Medicine at King Saud University in Riyadh, Saudi Arabia. The examination was administered by Zoom™ video conferencing where both students and faculty participated through their laptop or desktop computers. In order to explore the students’ and the faculty’s perceptions about this experience, a newly designed 13-item online questionnaire was administered at the end of the e-OSCE. Results: Out of 136 participants (23 faculty and 112 students), 73 respondents (e.g., 54% response rate) filled out the questionnaire. Most of the respondents (69.8%) were very comfortable with this new virtual experience. Most participants (53.4%) preferred the e-OSCE compared to the classic face-to-face clinical OSCE during the pandemic. Regarding the e-OSCE assessment student tool, 46.6% reported that it is similar to the classic face-to-face OSCE; however, 38.4% felt it was worse. Conclusions: The e-OSCE can be a very effective alternative to the classic face-to-face OSCE due to the current circumstances that still pose a significant risk of infection transmission. Future studies should examine different virtual strategies to ensure effective OSCE delivery from the perspective of both faculty and students.