In this systematic review, we aimed to identify current experiences with virtual OSCEs in health education and medicine, focusing on the following areas: student satisfaction with virtual OSCEs, student performance in virtual OSCEs, and the feasibility of implementing virtual OSCEs, including time, technology, and logistics.
A systematic literature search was conducted on CINAHL, EMBASE, ERIC, and PubMed up to July 2024. The search strategy was designed using the SPIDER (Sample, Phenomenon of Interest, Design, Evaluation, Research type) search tool. Titles, abstracts, and full texts were screened based on predefined eligibility criteria. Studies with qualitative, quantitative, and mixed-methods designs were included. Data synthesis was performed, including a framework synthesis focusing on student satisfaction, performance, and the feasibility of a virtual OSCE. The findings were summarized and presented narratively.
A total of 374 articles were identified, and 22 were included in the review. Among these, twelve articles focused on medicine, six on nursing, three on pharmacy students, and one systematic review included students from both medicine and nursing. The review addressed the following areas of interest: student satisfaction (1. exam preparation, 2. stress, 3. content adequacy, 4. preparation for real-life scenarios, 5. comparison to traditional OSCEs), feasibility (1. planning time, 2. technology, 3. costs), and student performance.
Students were generally satisfied with the efforts, organization, and implementation of virtual OSCEs. This format appears to be a valuable tool for assessing history taking, patient management, and communication skills. However, assessing specific clinical skills remains challenging. The online approach not only serves as an alternative method for evaluating student competencies but also promotes learning and knowledge acquisition in a safe and convenient manner.
A comparison between regular OSCEs and virtual OSCEs indicates no differences in assessment scores. Students perceived the virtual OSCE as a valuable learning environment that closely resembles real-life situations in a safe space.
undergraduate students
health education
