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Are remote clinical assessments a feasible and acceptable method of assessment? A systematic review

Kunutsor, Setor K., Metcalf, Elizabeth P., Westacott, Rachel, Revell, Lisa and Blythe, Andrew 2022. Are remote clinical assessments a feasible and acceptable method of assessment? A systematic review. Medical Teacher 44 (3) , pp. 300-308. 10.1080/0142159X.2021.1987403

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The COVID-19 pandemic presented an enormous and immediate challenge to assessing clinical skills in healthcare professionals. Many institutions were unable to deliver established face-to-face assessment methods such as Objective Structured Clinical Examinations (OSCEs). Assessors needed to rapidly institute alternative assessment methods to ensure that candidates met the clinical competences required for progression. Using a systematic review, we aimed to evaluate the feasibility, and acceptability of remote methods of clinical skills assessment, including remote structured clinical assessments and the submission of video recordings. We searched for studies reporting on Remote Clinical Assessments or its variants in MEDLINE, Embase and The Cochrane library from 2000 to March 2021. Twenty eight studies were included in the review; 20 studies related to remote structured clinical examinations or OSCEs and 8 reported the use of video submissions. The participants of the different studies included medical students, nursing students, dental students and doctors in training. A variety of different online platforms were utilised including Zoom, Skype, webcams, and Adobe Connect online. The studies found that delivery of remote clinical assessments is possible and provides an alternative method of assessing many clinical skills, but most also acknowledge limitations and challenges. They are acceptable to both candidates and examiners, and where measured, show moderate agreement with on-site clinical assessments. Current evidence is based on studies with low methodological quality and for the most part, small sample sizes. Keywords: OSCE; assessments; clinical skills.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Medicine
Subjects: L Education > L Education (General)
R Medicine > R Medicine (General)
Publisher: Taylor and Francis
ISSN: 0142-159X
Date of First Compliant Deposit: 2 December 2021
Last Modified: 06 Jan 2024 04:35

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