James Donn1, James Alun Scott1, Vivian Binnie2, Aileen Bell3. 1. Department of Restorative Dentistry, Glasgow Dental Hospital and School, The University of Glasgow, Glasgow, UK. 2. Department of Public Health, Glasgow Dental Hospital and School, The University of Glasgow, Glasgow, UK. 3. Department of Oral Surgery, Glasgow Dental Hospital and School, The University of Glasgow, Glasgow, UK.
Abstract
INTRODUCTION: The outbreak of COVID-19 necessitated a move to online teaching and assessment. The objective structured clinical examination (OSCE) has been an integral part of dental examinations for several decades. The COVID-19 pandemic stopped face to face examinations around the world. An Online Virtual OSCE (VOSCE) was developed and piloted for dental undergraduate assessment. MATERIALS AND METHODS: This initial report outlines the steps required to run an OSCE online. Planning and preparation required in adaptation of an OSCE for the online environment is dreported. The necessity for familiarisation sessions is addressed, and VOSCE logistics described. RESULTS: With careful planning, the VOSCE is a useful assessment method in difficult times. Feedback from staff and students was favourable. CONCLUSION: Although significant organisation was required, the examination process worked well for both students and examiners. Despite limitations in relation to technical dental procedures, the VOSCE could be a viable alternative to face to face clinical examination.
INTRODUCTION: The outbreak of COVID-19 necessitated a move to online teaching and assessment. The objective structured clinical examination (OSCE) has been an integral part of dental examinations for several decades. The COVID-19 pandemic stopped face to face examinations around the world. An Online Virtual OSCE (VOSCE) was developed and piloted for dental undergraduate assessment. MATERIALS AND METHODS: This initial report outlines the steps required to run an OSCE online. Planning and preparation required in adaptation of an OSCE for the online environment is dreported. The necessity for familiarisation sessions is addressed, and VOSCE logistics described. RESULTS: With careful planning, the VOSCE is a useful assessment method in difficult times. Feedback from staff and students was favourable. CONCLUSION: Although significant organisation was required, the examination process worked well for both students and examiners. Despite limitations in relation to technical dental procedures, the VOSCE could be a viable alternative to face to face clinical examination.
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