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10.3138/jvme-2020-0084 http://scihub22266oqcxt.onion/10.3138/jvme-2020-0084 33657332!ä!33657332 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 209.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534       J+Vet+Med+Educ 2022 ; 49 (1): 16-24 Nephropedia Template TP {{tp|p=33657332|t=2022. Remote Assessment of Veterinary Clinical Skills Courses During the COVID-19 Pandemic |pdf=|usr=}}{{33657332}} gab.com Text Remote Assessment of Veterinary Clinical Skills Courses During the COVID-19 Pandemic JO: J Vet Med Educ http://www.kidney.de/pget.php?&tw=1&pmid=33657332 #FOAvip In spring 2020, the COVID-19 pandemic forced educators to adjust the delivery and assessment of curriculum. While didactic courses moved online, laboratory courses were not amenable to this shift. In particular, assessment of clinical skills courses through common methods including objective structured clinical examinations (OSCEs) became inadvisable. This article describes decisions made for first-, second-, and third-year veterinary students (n = 368) with respect to clinical skills at one US college. This includes the remote completion of a surgical skills curriculum using instructional videos and models and the delaying of laboratory sessions deemed impossible to deliver remotely. First- and third-year students were subsequently assessed using modified remote OSCEs. Second-year students were assessed using the standard surgical skills examination, video-recorded. All first- and third-year students successfully passed their OSCE upon either first attempt or remediation. Two second-year students failed their remediation examination and were offered additional faculty tutoring and another remediation attempt at the start of the fall semester. The remediation rate on the surgical skills examination was not different from that of previous years. One incident of suspected academic dishonesty occurred in the first-year OSCE. Students learned surgical skills successfully at home by practicing on models and receiving feedback of their skills on video recordings. While disappointing, one case of academic dishonesty among the 368 total students tested was not surprising. Remote assessment using modified OSCEs and surgical skills exams appears feasible and fair when in-person testing is not possible. Twit Text FOAVip Remote Assessment of Veterinary Clinical Skills Courses During the COVID-19 Pandemic ????J Vet Med Educ http://www.kidney.de/pget.php?&tw=1&pmid=33657332 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=33657332 #FOAvip English Wikipedia <ref>{{Cite pmid|33657332}}</ref> Remote Assessment of Veterinary Clinical Skills Courses During the COVID-19 Pandemic #MMPMID33657332 Hunt JA; Anderson SL J Vet Med Educ 2022[Feb]; 49 (1): 16-24 PMID33657332show ga In spring 2020, the COVID-19 pandemic forced educators to adjust the delivery and assessment of curriculum. While didactic courses moved online, laboratory courses were not amenable to this shift. In particular, assessment of clinical skills courses through common methods including objective structured clinical examinations (OSCEs) became inadvisable. This article describes decisions made for first-, second-, and third-year veterinary students (n = 368) with respect to clinical skills at one US college. This includes the remote completion of a surgical skills curriculum using instructional videos and models and the delaying of laboratory sessions deemed impossible to deliver remotely. First- and third-year students were subsequently assessed using modified remote OSCEs. Second-year students were assessed using the standard surgical skills examination, video-recorded. All first- and third-year students successfully passed their OSCE upon either first attempt or remediation. Two second-year students failed their remediation examination and were offered additional faculty tutoring and another remediation attempt at the start of the fall semester. The remediation rate on the surgical skills examination was not different from that of previous years. One incident of suspected academic dishonesty occurred in the first-year OSCE. Students learned surgical skills successfully at home by practicing on models and receiving feedback of their skills on video recordings. While disappointing, one case of academic dishonesty among the 368 total students tested was not surprising. Remote assessment using modified OSCEs and surgical skills exams appears feasible and fair when in-person testing is not possible. |*COVID-19/epidemiology[MESH] |*Education, Distance[MESH] |*Education, Veterinary[MESH] |Clinical Competence[MESH] |Curriculum[MESH] |Educational Measurement[MESH] |Humans[MESH]Remote Assessment of Veterinary Clinical Skills Courses During the COV(epmc).pdf DeepDyve Pubget Overpricing