Jaclyn D Cole1, Melissa J Ruble2. 1. Pharmacotherapeutics and Clinical Research Department, University of South Florida Taneja College of Pharmacy, 12901 Bruce B. Downs Blvd, MDC 30, Tampa, FL 33612, United States. Electronic address: jcole1@usf.edu. 2. Pharmacotherapeutics and Clinical Research Department, University of South Florida Taneja College of Pharmacy, 12901 Bruce B. Downs Blvd, MDC 30, Tampa, FL 33612, United States. Electronic address: mruble@usf.edu.
Abstract
INTRODUCTION: To determine the impact of emergent transition from in-person to remote learning on student performance within real-time objective structured clinical examinations (OSCEs). METHODS: A university mandate, due to severe SARS-CoV-2, was issued requiring didactic courses to transition to remote learning in spring 2020. The third-year internal medicine elective had six remaining weekly OSCEs, accounting for 55% of course grades. Full credit was awarded for the first OSCE as students familiarized themselves with the new virtual format. The primary outcome was the overall average OSCE performance for the course's remaining five virtual simulations compared to the traditional in-person offering in 2019. Secondary outcomes included individual OSCE performance, OSCE performance with inclusion of the first OSCE, and overall course grades. RESULTS: There were no statistically significant differences in overall average OSCE performance between 2019 and 2020 cohorts for the five simulations (82.7% vs. 86.8%, P = .20). Secondary outcomes showed statistically significant differences favoring performance in the 2020 cohort for infectious diseases (78.3% vs. 89.4%, P < .001) and anticoagulation (74.4% vs. 90%, P = .002), while cardiology favored the 2019 cohort (91.1% vs. 82.8%, P = .03). There was no statistically significant difference in performance on the cumulative I (86.1% vs. 82.2%, P = .41) or cumulative II (83.3% vs. 89.4%, P = .29) simulations or in final overall course grades (86.6% vs. 90.2%, P = .06). CONCLUSIONS: An emergent transition to remote learning may not negatively impact student performance on real-time OSCE activities.
INTRODUCTION: To determine the impact of emergent transition from in-person to remote learning on student performance within real-time objective structured clinical examinations (OSCEs). METHODS: A university mandate, due to severe SARS-CoV-2, was issued requiring didactic courses to transition to remote learning in spring 2020. The third-year internal medicine elective had six remaining weekly OSCEs, accounting for 55% of course grades. Full credit was awarded for the first OSCE as students familiarized themselves with the new virtual format. The primary outcome was the overall average OSCE performance for the course's remaining five virtual simulations compared to the traditional in-person offering in 2019. Secondary outcomes included individual OSCE performance, OSCE performance with inclusion of the first OSCE, and overall course grades. RESULTS: There were no statistically significant differences in overall average OSCE performance between 2019 and 2020 cohorts for the five simulations (82.7% vs. 86.8%, P = .20). Secondary outcomes showed statistically significant differences favoring performance in the 2020 cohort for infectious diseases (78.3% vs. 89.4%, P < .001) and anticoagulation (74.4% vs. 90%, P = .002), while cardiology favored the 2019 cohort (91.1% vs. 82.8%, P = .03). There was no statistically significant difference in performance on the cumulative I (86.1% vs. 82.2%, P = .41) or cumulative II (83.3% vs. 89.4%, P = .29) simulations or in final overall course grades (86.6% vs. 90.2%, P = .06). CONCLUSIONS: An emergent transition to remote learning may not negatively impact student performance on real-time OSCE activities.