[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-317029-105":59,"doc-detail-317029-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","covid-19-influence-on-medical-student-performance-in-surgical-osce","COVID-19 Influence on Medical Student Performance in Surgical OSCE","","COVID-19 significantly affected medical education. This study evaluates whether the pandemic influenced medical student performance during surgical Objective Structured Clinical Examination (OSCE) at a German university hospital by comparing results before, during, and after the pandemic. Across 423 participants, three OSCE station types were assessed: clinical abdominal examination, suturing, and description of surgical operation techniques. Clinical case solving and abdominal examination were better before and after than during the pandemic, suturing improved during and after, while surgical technique performance was unchanged.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/covid-19-influence-on-medical-student-performance-in-surgical-osce/317029/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/covid-19-influence-on-medical-student-performance-in-surgical-osce/317029.png","ImageObject",300,407,{"name":92,"@type":93},"Melati","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-09-20",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How did COVID-19 affect medical students’ OSCE performance during surgical evaluations?","Question",{"text":112,"@type":113},"Clinical case solving and abdominal examination performance were higher before and after the pandemic than during it. Suturing performance improved during and after the pandemic, while surgical technique performance showed no significant differences among groups.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which OSCE station types were compared across the three pandemic periods?",{"text":117,"@type":113},"The study compared performance on three surgical OSCE station categories: visceral surgical cases with clinical abdominal examination, suturing, and description of visceral surgical operation techniques.",{"name":119,"@type":110,"acceptedAnswer":120},"What educational change during the internship was linked to differences in performance?",{"text":121,"@type":113},"Stopping the practical internship reduced performance for clinical case and abdominal examination sections, but not for suturing or surgical technique sections.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},317029,1790093720,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962085570644,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","| |  |\n| --- | --- |\n| |  |\n| |  |\n| |  |\n|  􀂦 \u003Cbr>Kantonsspital Aarau\u003Cbr>\u003Cbr>University Hospital of Ulm\u003Cbr>\u003Cbr>University Hospital of Ulm\u003Cbr>\u003Cbr>East Carolina University\u003Cbr>\u003Cbr>Kantonsspital Aarau | |\n| \u003Cbr> COVID-19, medical education, OSCE, pandemic, surgery  October 20th, 2022\u003Cbr> [https://doi.org/10.21203/rs.3.rs-2167283/v1](https://doi.org/10.21203/rs.3.rs-2167283/v1)\u003Cbr> 􀁱 􀅏 This work is licensed under a Creative Commons Attribution 4.0 International License.\u003Cbr>Read Full License |  |\n\nCOVID-19 had a signi¦cant impact on medical education. Aim of this work is to assess if the pandemic has in§uenced medical student performance on the surgical Objective Structured Clinical Examination (OSCE) .  \nStudent performance at a German University Hospital during surgical OSCE (before, during, and after pandemic) were compared. 3 OSCE stations were considered: visceral surgical cases with clinical abdominal examination, suturing and description of visceral surgical operation techniques. Student`s marks were compared among the three groups above using the Student t-test for independent samples.  \n423 students took part in one of the three OSCE. Performance in solving clinical cases and performing an abdominal examination was better before pandemic than during pandemic (p = 0,04) as well as after pandemic than during pandemic (p = 0 .02) . Suturing was better during pandemic than before (p \u003C 0.001) as well as after pandemic (p \u003C 0.001) . Performance in surgical technique was not different among the groups.  \nCessation of the practical internship reduced student performance on clinical case and abdominal examination section but not on suturing or surgical technique sections. These data suggest that alternative approaches to instruction including online education may be su¨ cient for some but not all aspects of the surgical internship.  \nThe Objective Structured Clinical Examination (OSCE) was introduced by Harden et al. (1975) (1) as an instrument to assess clinical, theoretical, and practical competencies. The OSCE allows the assessment of a candidates` clinical skills, attitudes, problem-solving abilities and their application of knowledge in one examination (1) and is a tool for the assessment of performance within simulated environments (2) . The two major underlying principles of the OSCE are „objectivity“ and „structure“. Objectivity predominantly depends on standardised scoring rubrics and the same, trained, examiner asking the same questions to every candidate. A well-structured OSCE station has a standardised station design assessing a speci¦c clinical task which is blueprinted against the curriculum (2) . During OSCE, students rotate  \nthrough different examination stations, where practical skills including physical examination, blood draw, and establishing an intravenous line are examined in addition to theoretical skills like interpretation of an x ray. To make the OSCE objective and structured, the examination stations have a strict de¦ ned task and the rating system of the students is based on clear de¦ ned criteria within a check box formular (1) . In order to perform a representative OSCE, the stations have to be designed carefully and be evaluated many times by a professional team. Examiners also have to be trained in great detail and retrained periodically. OSCEs are believed to be a superior test system for medical students within the practicalclinical context and should be implemented in the curriculum (2, 3) . In addition to an objective theoreticalpractical assessment of the students skills, OSCEs are also believed to be more representative than a multiple choice written test where educated guesses may not indicate clinical pro¦ciency. Within the OSCE, students can present their knowledge and skills in an interactive environment that has been reported to be less stressful than traditional written examinations (4, 5) . OSCE is regularly performed twice a year at the University Hospital of Ulm for more than 15 year","cbCaieAMK8QwOehx","https://ap.wps.com/l/cbCaieAMK8QwOehx","pdf",208852,"English","# Background\n# Study Design and Participants\n## OSCE Stations and Assessment\n# Results\n## Clinical Cases and Abdominal Examination\n## Suturing\n## Surgical Technique\n# Interpretation and Implications\n# OSCE Principles and Educational Context\n## Objectivity and Structure\n## Rationale for OSCE in Curriculum","[{\"question\":\"How did COVID-19 affect medical students’ OSCE performance during surgical evaluations?\",\"answer\":\"Clinical case solving and abdominal examination performance were higher before and after the pandemic than during it. Suturing performance improved during and after the pandemic, while surgical technique performance showed no significant differences among groups.\"},{\"question\":\"Which OSCE station types were compared across the three pandemic periods?\",\"answer\":\"The study compared performance on three surgical OSCE station categories: visceral surgical cases with clinical abdominal examination, suturing, and description of visceral surgical operation techniques.\"},{\"question\":\"What educational change during the internship was linked to differences in performance?\",\"answer\":\"Stopping the practical internship reduced performance for clinical case and abdominal examination sections, but not for suturing or surgical technique sections.\"}]","COVID-19 Influence on Medical Student Performance in Surgical OSCE | PDF",1789927915,23]