[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-317315-105":3,"doc-detail-317315-en":81,"detail-sidebar-cat-0-en-105":99},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","application-of-osce-using-a-virtual-assessment-platform","Application of OSCE using a Virtual Assessment Platform","","Study development and implementation of a virtual objective structured clinical examination (OSCE) at the Harvard School of Dental Medicine during the COVID-19 pandemic, positioned as an alternative to in-person OSCEs. The virtual format was delivered through Zoom with rotating student stations and breakout-room workflow. Analysis of 241 OSCE outcomes (2016–2022) compared virtual versus in-person experience and scores, alongside survey responses from 35 students and 14 faculty.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/application-of-osce-using-a-virtual-assessment-platform/317315/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/application-of-osce-using-a-virtual-assessment-platform/317315.png","ImageObject",300,407,{"name":42,"@type":43},"Aran","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22","2026-09-20",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",12,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How was the virtual OSCE conducted for students?","Question",{"text":63,"@type":64},"Students rotated through each discipline using Zoom, with station flow managed via Breakout Rooms. The platform supported conducting OSCE activities in a structured virtual format.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What did the results show about score differences between virtual and in-person OSCEs?",{"text":68,"@type":64},"The adjusted average score difference favored virtual OSCE experience by 0.66 compared with in-person assessment, but it was not statistically significant (95%CI=-0.45, 1.78).",{"name":70,"@type":61,"acceptedAnswer":71},"How did students and faculty perceive the virtual OSCE?",{"text":72,"@type":64},"Most surveyed students agreed the virtual OSCE was effective (94%) and accessible (97%), and 74% believed it should continue post-pandemic. Faculty responses were more neutral, with only 14% agreeing it should be offered in the future.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},317315,1790485335,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":86,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":87,"file_id":88,"file_url":89,"file_type":90,"file_size":91,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":92,"language":93,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":94,"faqs":95,"seo_title":96,"seo_description":12,"update_tm":97,"read_time":98},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0",7,"Application of OSCE using a Virtual Assessment Platform  \nJeremiah Y. Kim 1, Muath A. AlDosari 1, Sang Park1  \n1Harvard School of Dental Medicine, USA  \nCorrespondence: Sang Park, Harvard School of Dental Medicine, USA.  \nReceived: September 17, 2022  \ndoi:10.11114/jets.v11i1 .5709  \nAccepted: November 5, 2022 Online Published: December 14, 2022  \nURL: [https://doi.org/10.11114/jets.v11i1.5709](https://doi.org/10.11114/jets.v11i1.5709)  \nAbstract  \nIntroduction: This study describes the development and implementation of a virtual objective structured clinical examination (OSCE) at the Harvard School of Dental Medicine (HSDM) as an alternative to in-person OSCEs during the COVID-19 pandemic and evaluates its efficacy and reception by students and faculty.  \nMethods: The virtual OSCE was conducted over Zoom (Zoom Video Communications, Inc. San Jose, CA) with students rotating through each discipline via Breakout Rooms. This study examined all 241 OSCE results from the HSDM 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 in OSCE experience and scores between virtual and in-person OSCEs.  \nResults: Out of 100, the adjusted average score difference was 0.66 higher in virtual OSCE experience compared to in-person assessment, but it was not statistically significant (95%CI=-0.45, 1.78) . A total of 35 students (49%) and 14 faculty responded to a survey regarding their virtual OSCE experience. 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.  \nConclusion: The results show that the 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.  \nKeywords: Curriculum development, OSCE, assessments, remote learning, covid-19 pandemic, predoctoral education  \n1. Introduction  \nIn comparison to a traditional in-person learning experience, virtual learning can offer increased accessibility and flexibility (Ryan & Poole, 2019). Relevant even in clinical training, virtual learning platforms have improved dental and medical school education through the incorporation of multimedia learning modules, convenience of immediate assessment feedback, and potential for synchronous and asynchronous learning (Broudo & Walsh, 2002; Uddin, Rice, & Reynolds, 2007) . While virtual learning environments in dentistry were once seen as elective, the perception towards virtual learning has generally improved due to increased technological familiarity and the necessity of technological literacy in addressing the increasingly digital healthcare environment (Hendricson et al., 2004; Schönwetter, Reynolds, Eaton, & DeVries, 2010; Mattheos et al., 2008; Guze, 2015) . Virtual learning can additionally play a role in expanding educational access in dentistry (France, Hangorsky, Wu, Sollecito, & Stoopler, 2021) . One study suggests that virtual learning could help alleviate the global shortage of clinical academics needed to train future dental and health care clinicians (Schönwetter et al., 2010) .~~ ~~  \nThe objective structured clinical examination (OSCE) is recognized as an effective method of assessing clinical competency in health professions training to simulate clinical encounters in a deliberate teaching environment (Davidson, Duerson, Rathe, Pauly, & Watson, 2001; May, Park, & Lee, 2009; Harden & Gleeson, 1979) . First developed for use in medical education, the OSCE has since been incorporated into dentistry and other health professions training (B","cbCaieMUg0OIu83G","https://ap.wps.com/l/cbCaieMUg0OIu83G","pdf",384243,10,"English","# Abstract\n# 1. Introduction\n# 2. Methods","[{\"question\":\"How was the virtual OSCE conducted for students?\",\"answer\":\"Students rotated through each discipline using Zoom, with station flow managed via Breakout Rooms. The platform supported conducting OSCE activities in a structured virtual format.\"},{\"question\":\"What did the results show about score differences between virtual and in-person OSCEs?\",\"answer\":\"The adjusted average score difference favored virtual OSCE experience by 0.66 compared with in-person assessment, but it was not statistically significant (95%CI=-0.45, 1.78).\"},{\"question\":\"How did students and faculty perceive the virtual OSCE?\",\"answer\":\"Most surveyed students agreed the virtual OSCE was effective (94%) and accessible (97%), and 74% believed it should continue post-pandemic. Faculty responses were more neutral, with only 14% agreeing it should be offered in the future.\"}]","Application of OSCE using a Virtual Assessment Platform | PDF",1789931586,25,{"code":4,"msg":82,"data":100},[101,105,109,113,118,123,126,131,136,139,142],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},"Exam",70,"exam",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},5,"Comic",60,"comic",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},6,"Technology",50,"technology",{"id":86,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":124,"slug":125},40,"healthcare",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":129,"slug":130},8,"Research & Report",30,"research-report",{"id":132,"doc_module":4,"doc_module_name":25,"category_name":133,"show_sort_weight":134,"slug":135},9,"Religion & Spirituality",20,"religion-spirituality",{"id":134,"doc_module":4,"doc_module_name":25,"category_name":137,"show_sort_weight":134,"slug":138},"World Cup","world-cup",{"id":92,"doc_module":4,"doc_module_name":25,"category_name":140,"show_sort_weight":92,"slug":141},"Lifestyle","lifestyle",{"id":143,"doc_module":4,"doc_module_name":25,"category_name":144,"show_sort_weight":114,"slug":145},19,"General","general"]