Hytönen, H., Näpänkangas, R., Karaharju-Suvanto, T., Eväsoja, T., Kallio, A., Kokkari, A., Tuononen, T. and Lahti, S. (2021), Modification of national OSCE due to COVID-19 – Implementation and students’ feedback. Eur J Dent Educ, 25: 679-688. https://doi.org/10.1111/eje.12646
Modification of national OSCE due to COVID-19 : implementation and students’ feedback
|Author:||Hytönen, Hanna1; Näpänkangas, Ritva2,3; Karaharju-Suvanto, Terhi4,5;|
1Institute of Dentistry, Faculty of Health Sciences, University of Eastern Finland, Kuopio, Finland
2Research Unit of Oral Health Sciences, Faculty of Medicine, University of Oulu, Oulu, Finland
3Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland
4Department of Oral and Maxillofacial Diseases, Faculty of Medicine, University of Helsinki, Helsinki, Finland
5University Dental Clinic, Helsinki, Finland
6Department of Community Dentistry, Institute of Dentistry, University of Turku, Turku, Finland
7Institute of Dentistry, University of Turku, Turku, Finland
|Online Access:||PDF Full Text (PDF, 0.3 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2021111154671
John Wiley & Sons,
|Publish Date:|| 2021-11-11
Aim: The aims were to describe the development of a modified national online OSCE during COVID-19 and assess related student feedback.
Material and methods: The modified online OSCE comprising of eight question entities was organised simultaneously in all four dental institutes of Finland using the Moodle virtual learning environment. All fourth-year students (n = 179) attended the examination online at home. Student feedback was collected via an anonymous questionnaire with multiple-choice questions and open-ended questions concerning attitudes towards the modified online OSCE, as well as content and usability of the question entities in the examination. Means and standard deviations were calculated for multiple-choice questions. Content analysis was used for open-ended questions.
Results: Of 179 students, 119 (66%) consented to the study. Students experienced they had received adequate information (mean 3.8; SD 1.2), had a positive attitude before the examination (4.0; 1.0) and found the practice test useful (3.7; 1.1) (range 1–5). Technical implementation (2.7; 0.7) and the difficulty of the questions (2.9; 0.6) (range 1–4) were found to be good. The teaching students received during their studies was sufficient (3.2; 0.5) (range 1–4). Content (mean 3.2; 0.4) and usability (2.9; 0.4) of the question entities were good (range 1–4). The themes arising from open-ended questions were importance and practicality of the topic (in questions) in relation to the work of a dentist and gratitude for the rapid conversion of the OSCE into an online examination despite COVID-19. The themes arising from negative experiences included difficulties in completing the examination within the time allocated, and dissatisfaction with the model answers provided after the examination.
Conclusion: The positive student feedback towards the modified online OSCE encourages including an online examination to complement the traditional OSCE.
European journal of dental education
|Pages:||679 - 688|
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
© 2020 The Authors. European Journal of Dental Education published by John Wiley & Sons Ltd. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.