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Short Communication

The feasibility and acceptability of administering a telemedicine objective structured clinical exam as a solution for providing equivalent education to remote and rural learners

Submitted: 10 December 2014
Accepted: 12 May 2015
Published: 3 December 2015

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Author(s) : Palmer RT, Biagioli FE, Mujcic J, Schneider BN, Spires L, Dodson LG.

Citation: Palmer RT, Biagioli FE, Mujcic J, Schneider BN, Spires L, Dodson LG.  The feasibility and acceptability of administering a telemedicine objective structured clinical exam as a solution for providing equivalent education to remote and rural learners. Rural and Remote Health (Internet) 2015; 15: 3399. Available: http://www.rrh.org.au/articles/subviewnew.asp?ArticleID=3399 (Accessed 23 October 2017)

ABSTRACT

Introduction:††Although many medical schools incorporate distance learning into their curricula, assessing students at a distance can be challenging. While some assessments are relatively simple to administer to remote students, other assessments, such as objective structured clinical exams (OSCEs) are not. This article describes a means to more effectively and efficiently assess distance learners and evaluate the feasibility and acceptability of the assessment.
Methods:††We developed a teleOSCE, administered online in real time, to two cohorts of students on a rural clerkship rotation and assessed the feasibility and acceptability of using such an approach to assess medical studentsí clinical skills at rural locations. Project feasibility was defined as having development and implementation costs of less than $5000. Project acceptability was determined by analyzing student interview transcripts. A qualitative case study design framework was chosen due to the novel nature of the activity.
Results:††The implementation cost of the teleOSCE was approximately US$1577.20, making it a feasible educational endeavor. Interview data indicated the teleOSCE was also acceptable to students.
Conclusions: The teleOSCE format may be useful to other institutions as a method to centrally administer clinical skills exams for assessment of distance medical students.

Key words: clinical assessment, distance learning, medical education, OSCE, rural education, standardized patients, telemedicine.

This abstract has been viewed 2261 times since 3-Dec-2015.

   
 

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