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      Case Item Creation and Video Case Presentation as Summative Assessment Tools for Distance Learning in the Pandemic Era

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          There is an urgent need for more diverse methods for student evaluation, given the sudden shift to online learning necessitated by the Coronavirus Disease 2019 (COVID-19) pandemic. Innovative assessment tools will need to cover the required competencies and should be used to drive self-learning. Self and peer assessments may be added to the traditional classroom-based evaluations in order to identify individual insecurities or overconfidence. Identification of these factors is essential to medical education and is a focus of current research. A modified operational assessment was introduced for the evaluation of third-year medical students. This intervention has facilitated sustained education and has promoted interactive student learning. Members of the entering class of 2017 participated in an integrated team and a competency-based online project that involved innovative item creation and case presentation methods.

          Results: The new assessment process has been implemented successfully with positive feedback from all participants; a usable product has been generated.

          Conclusions: We created new assessment tools in response to the COVID-19 pandemic that have been used successfully at our institution. These tools have provided a framework for integrated and interactive evaluations that can be used to facilitate the modification of traditional assessment methods.

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          ScienceOpen Preprints
          23 July 2020
          [1 ] Helwan University, Medical Microbiology & Immunology Department, Faculty of Medicine
          [2 ] Helwan University, Pathology Department, Faculty of Medicine
          [3 ] Helwan University, Histology Department, Faculty of Medicine
          [4 ] Helwan University, Faculty of Medicine
          [5 ] Helwan University, Medical Physiology Department, Faculty of Medicine
          [6 ] Helwan University, Medical Biochemistry and Molecular Biology Department, Faculty of Medicine

          This work has been published open access under Creative Commons Attribution License CC BY 4.0 , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Conditions, terms of use and publishing policy can be found at www.scienceopen.com .

          The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.

          Education, Medicine

          Case-based learning, Student peer assessment, Competency-based assessment, Self-assessment, Assessment, Assignment


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