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Use of Face-to-Face Assessment Methods in E-Learning—An Example of an Objective Structured Clinical Examination (OSCE) Test

The spread of COVID-19 and social-distancing rules have increased the need for alternative learning environments with a focus on e-learning platforms. The objective of this study was to assess whether and to what extent the transition from traditional learning and assessment environment to the e-set...

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Detalles Bibliográficos
Autores principales: Sepp, Kristiina, Volmer, Daisy
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8396167/
https://www.ncbi.nlm.nih.gov/pubmed/34449732
http://dx.doi.org/10.3390/pharmacy9030144
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author Sepp, Kristiina
Volmer, Daisy
author_facet Sepp, Kristiina
Volmer, Daisy
author_sort Sepp, Kristiina
collection PubMed
description The spread of COVID-19 and social-distancing rules have increased the need for alternative learning environments with a focus on e-learning platforms. The objective of this study was to assess whether and to what extent the transition from traditional learning and assessment environment to the e-setting impacts the knowledge and skills acquired by students and their satisfaction with new e-solutions of taking the OSCE test. The study compared the results of three face-to-face (2018–2019) and one electronically conducted (2021) OSCE tests, as well as students’ feedback on the content and organization of the tests. For data analysis the one-way ANOVA test and post hoc multiple comparisons were used. The results demonstrated the feasibility and effectiveness of and students’ satisfaction with OSCE tests in the Zoom environment. However, more focus on communication techniques is required in a remote communication environment to better cover all patient health-related and drug communication aspects. There were identified differences between undergraduate students and practicing assistant pharmacists in assessing patients’ health problems and providing corresponding counseling. This result points to the need to implement the continuous development of patient-centered counseling techniques in the lifelong learning of pharmacists and the need to use innovative digital solutions, if applicable.
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spelling pubmed-83961672021-08-28 Use of Face-to-Face Assessment Methods in E-Learning—An Example of an Objective Structured Clinical Examination (OSCE) Test Sepp, Kristiina Volmer, Daisy Pharmacy (Basel) Article The spread of COVID-19 and social-distancing rules have increased the need for alternative learning environments with a focus on e-learning platforms. The objective of this study was to assess whether and to what extent the transition from traditional learning and assessment environment to the e-setting impacts the knowledge and skills acquired by students and their satisfaction with new e-solutions of taking the OSCE test. The study compared the results of three face-to-face (2018–2019) and one electronically conducted (2021) OSCE tests, as well as students’ feedback on the content and organization of the tests. For data analysis the one-way ANOVA test and post hoc multiple comparisons were used. The results demonstrated the feasibility and effectiveness of and students’ satisfaction with OSCE tests in the Zoom environment. However, more focus on communication techniques is required in a remote communication environment to better cover all patient health-related and drug communication aspects. There were identified differences between undergraduate students and practicing assistant pharmacists in assessing patients’ health problems and providing corresponding counseling. This result points to the need to implement the continuous development of patient-centered counseling techniques in the lifelong learning of pharmacists and the need to use innovative digital solutions, if applicable. MDPI 2021-08-20 /pmc/articles/PMC8396167/ /pubmed/34449732 http://dx.doi.org/10.3390/pharmacy9030144 Text en © 2021 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Sepp, Kristiina
Volmer, Daisy
Use of Face-to-Face Assessment Methods in E-Learning—An Example of an Objective Structured Clinical Examination (OSCE) Test
title Use of Face-to-Face Assessment Methods in E-Learning—An Example of an Objective Structured Clinical Examination (OSCE) Test
title_full Use of Face-to-Face Assessment Methods in E-Learning—An Example of an Objective Structured Clinical Examination (OSCE) Test
title_fullStr Use of Face-to-Face Assessment Methods in E-Learning—An Example of an Objective Structured Clinical Examination (OSCE) Test
title_full_unstemmed Use of Face-to-Face Assessment Methods in E-Learning—An Example of an Objective Structured Clinical Examination (OSCE) Test
title_short Use of Face-to-Face Assessment Methods in E-Learning—An Example of an Objective Structured Clinical Examination (OSCE) Test
title_sort use of face-to-face assessment methods in e-learning—an example of an objective structured clinical examination (osce) test
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8396167/
https://www.ncbi.nlm.nih.gov/pubmed/34449732
http://dx.doi.org/10.3390/pharmacy9030144
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