(PO-061) Virtual OSCE—Potential Traditional OSCE Alternative?

Author: Jeremiah Kim, B.A. – Harvard School of Dental Medicine
Author: Muath AlDosari, BDS, MPH, DMSc – Lecturer on Oral Health Policy and Epidemiology, Harvard School of Dental Medicine
Author: Sang E. Park, D.D.S., MMSc – Associate Dean for Dental Education, Rutgers, The State University of New Jersey, School of Dental Medicine
Submitter: Jeremiah Kim, B.A. – Harvard School of Dental Medicine

Objectives: While the objective structured clinical examination (OSCE) is a well-established and reliable method of assessing clinical competency in dentistry and other health professions, whether the virtual OSCE can serve as a reasonable alternative remains less-established. This study describes the development and implementation of a virtual OSCE at one dental school as an alternative to in-person OSCEs during the COVID-19 pandemic and evaluates its efficacy and reception by students and faculty.

Methods: The virtual OSCE was conducted over Zoom (Zoom Inc. San Jose, CA) with students rotating through each discipline via Breakout Rooms. This study examined all 241 OSCE results from the XXXX classes of 2016-2022, with 170 in-person OSCE results and 71 virtual OSCE results. Descriptive and linear regression analysis were used to report the difference between in-person and virtual OSCE experience and scores.

Results: Out of 100, the adjusted average score difference was 0.66 higher for the virtual OSCE experience compared to in-person assessment, but was not statistically significant (95%CI = -0.45,1.78). Most students surveyed agreed that the virtual OSCE was effective (94%), accessible (97%), and should be offered post-pandemic (74%). The majority of faculty were neutral regarding the virtual OSCE as a comparable learning experience (76%) and in its accessibility (71%), and only 14% agreed that virtual OSCE should be offered in the future.

Conclusion: The results show that virtual OSCE can be a reasonable alternative to the in-person OSCE when primarily considering its clinical impact and suggest a viable role for virtual OSCE post-pandemic. Technological proficiency training could improve perceptions regarding future virtual OSCE implementation.