Medical Students’ Perspectives on Online Proctoring During Remote Digital Progress Test

There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

Abstract

Remote teaching and assessment are essential for current education. During online examination, online proctoring is often used as a surveillance tool. Little is known about student perceptions on online proctoring. Using an online questionnaire, we found that medical students worry most about unjustified invalidation of their exam due to unstable internet connection, background noise or webcam issues, and privacy issues. It is important to be aware of these worries as they may influence test results.

Related collections

Most cited references 9

Record: found
Abstract: found
Article: not found

Distance education during the COVID-19 outbreak: A cross-sectional study among medical students in North of Jordan

Amer Sindiani, Nail Obeidat, Eman Alshdaifat … (2020)

Introduction In the spot of the new emerging COVID-19 pandemic and its major impact worldwide on day-to-day activities many rules had to be changed in order to fight this pandemic. Lockdown started in Jordan and around the globe affecting several aspects of life including economy, education, entertainment, and government policies. Regarding education, the priority was to ensure the safety and progress of the educational process. Thus, new methods of teaching had to be applied using the online learning at Jordan University of Science and Technology (JUST), Faculty of Medicine. This study was done to assess (1) Class Experience (2) Students and Lecturers' Interaction (3) Online Learning Advantages & Disadvantages (4) Students’ Preference. Methods A cross sectional study was conducted Convenience sampling technique was used to collect the data from the participants using a survey composed of 18 questions on Google Forms platform. A link was sent to the undergraduate medical students at the Jordan University of Science & Technology via their e-learning accounts (n = 3700). The form was available from May 22nd, 2020 to May 30th, 2020 for 8 days long. Data analysis was done using SPSS V 23. Results 2212 out of 3700 students responded, (55.8%) of them were in the basic years and (44.2%) of them were in the clinical years. (55.8%) of students started to take online lectures after 3 weeks. (45.7%) used the hybrid teaching method (asynchronous and synchronous), (31.4%) used live classes, and 22.8% recorded classes. Zoom was the most used platform. (48.7%) and (57%) of clinical students and basic students express their interaction as bad, while the others had good and excellent interaction. Maintaining social distance was the most advantage of online teaching, while poor technical setup and no direct contact were the most disadvantage, furthermore inability to have real clinical access was a significant problem for clinical students (p < .001). With reference to students’ preferences 75% of students were not pleased with their experience and 42% of students prefer to integrate online learning with traditional learning. Conclusion Most medical students at JUST preferred the traditional face-to-face teaching method over the solo online teaching methods with recommendations to convert to a more integrated educational system. Also, a well-established infrastructure should be done in involving online teaching.

0 comments Cited 57 times – based on 0 reviews      Review now

Bookmark

Record: found
Abstract: found
Article: not found

Stress and behavioral changes with remote E-exams during the Covid-19 pandemic: A cross-sectional study among undergraduates of medical sciences

Lina Elsalem, Nosayba Al-Azzam, Ahmad Jum'ah … (2020)

Background Emergence of coronavirus disease 2019 (COVID-19) forced the worldwide higher educational institutes to adopt distance learning mode. Further, remote electronic exams (E−exams) were considered as mode of assessment. Objectives: This cross-sectional study evaluated the students' experience of remote E-exams during the COVID-19 pandemic among Medical Sciences students in Jordan. Materials and Methods: A survey of 29 questions was prepared on Google forms and distributed among students at Faculties of Medical Sciences (Medicine, Dentistry, Pharmacy, Nursing and Applied Medical Sciences) at Jordan University of Science and Technology. The questions include students' demographics, stress experience, and factors contributing to stress as well as behavioral changes related to remote E-exams. Responses were analyzed using descriptive, cross tabulation and Chi-square tests. Results: Among 1019 respondents, 32% reported more stress with remote E-exams. This was associated with academic major and gender. Among students with more stress during remote E-exams, the exam duration, mode of questions navigation and technical problems (exam platform and internet connectivity) appeared as the main factors related to stress in 78%, 76% and >60%, respectively. Other factors include concern regarding the teaching methods, exam environment and students' dishonesty. Remote E-exams had negative impact on students' dietary habits (increase consumption of caffeine and high energy drinks, high sugar food, fast food), sleep (reduction in sleeping hours, more consumption of insomnia medications), physical activity (less exercises) and smoking habits (increase). Conclusion: Results suggested a negative impact of E-exams on students within Medical Faculties. Robust exam platform and remote mock E-exams are recommended to reduce students' potential stress. A stress-free environment is very essential to encourage students to adopt remote E-exams, particularly if the pandemic will take longer. Various awareness programs about students' habits related to dietary, sleep quality, physical activity and smoking are highly valuable for students’ health benefits. This is of particular importance since the current students at Faculties of Medical Sciences are the future health care providers.

0 comments Cited 56 times – based on 0 reviews      Review now

Bookmark

Record: found
Abstract: found
Article: not found

The use of progress testing

Lambert Schuwirth, Cees van der Vleuten (2012)

Progress testing is gaining ground rapidly after having been used almost exclusively in Maastricht and Kansas City. This increased popularity is understandable considering the intuitive appeal longitudinal testing has as a way to predict future competence and performance. Yet there are also important practicalities. Progress testing is longitudinal assessment in that it is based on subsequent equivalent, yet different, tests. The results of these are combined to determine the growth of functional medical knowledge for each student, enabling more reliable and valid decision making about promotion to a next study phase. The longitudinal integrated assessment approach has a demonstrable positive effect on student learning behaviour by discouraging binge learning. Furthermore, it leads to more reliable decisions as well as good predictive validity for future competence or retention of knowledge. Also, because of its integration and independence of local curricula, it can be used in a multi-centre collaborative production and administration framework, reducing costs, increasing efficiency and allowing for constant benchmarking. Practicalities include the relative unfamiliarity of faculty with the concept, the fact that remediation for students with a series of poor results is time consuming, the need to embed the instrument carefully into the existing assessment programme and the importance of equating subsequent tests to minimize test-to-test variability in difficulty. Where it has been implemented—collaboratively—progress testing has led to satisfaction, provided the practicalities are heeded well.

0 comments Cited 48 times – based on 0 reviews      Review now

Bookmark

All references

Author and article information

Contributors

Alexandra M. J. Langers:

ORCID: http://orcid.org/0000-0003-1627-4324

a.m.j.langers@lumc.nl

Journal

Journal ID (nlm-ta): Med Sci Educ

Journal ID (iso-abbrev): Med Sci Educ

Title: Medical Science Educator

Publisher: Springer US (New York )

ISSN (Electronic): 2156-8650

Publication date (Electronic): 30 September 2021

Publication date PMC-release: 30 September 2021

Pages: 1-5

Affiliations

[1 ]GRID grid.10419.3d, ISNI 0000000089452978, Center for Education in Medical Education, , Leiden University Medical Center, ; Leiden, The Netherlands

[2 ]GRID grid.10419.3d, ISNI 0000000089452978, Department of Gastroenterology and Hepatology, , Leiden University Medical Center, ; Leiden, The Netherlands

Author information

Fleur L. Meulmeester http://orcid.org/0000-0002-8910-9795

Peter G. M. de Jong http://orcid.org/0000-0001-9038-3137

Alexandra M. J. Langers http://orcid.org/0000-0003-1627-4324

Article

Publisher ID: 1420

DOI: 10.1007/s40670-021-01420-w

PMC ID: 8483731

SO-VID: 9bc77cc4-64f9-4d13-877d-115ba2cccc75

License:

Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

Medical Students’ Perspectives on Online Proctoring During Remote Digital Progress Test

Read this article at

Abstract

Related collections

25th European Students' Conference

Most cited references 9

Distance education during the COVID-19 outbreak: A cross-sectional study among medical students in North of Jordan

Stress and behavioral changes with remote E-exams during the Covid-19 pandemic: A cross-sectional study among undergraduates of medical sciences

The use of progress testing

Author and article information

Contributors

Journal

Affiliations

Author information

Article

History

Categories

Comments

Comment on this article

Similar content 46

Cited by 2

Most referenced authors 78