Virtual study groups and online Observed Structured Clinical Examinations practices – enabling trainees to enable themselves

Objectives: To explore online study groups as augmentation tools in preparing for the Royal Australian and New Zealand College of Psychiatrists Observed Structured Clinical Examinations (OSCE) for fellowship. Methods: An online survey of New Zealand trainees was carried out to assess exam preparedne...

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Bibliographic Details
Published in:Australasian psychiatry : bulletin of the Royal Australian and New Zealand College of Psychiatrists 2018-08, Vol.26 (4), p.429-431
Main Authors: Davidson, Dennisa, Evans, Lois
Format: Article
Language:English
Subjects:
Accreditation
Clinical Competence
Humans
New Zealand
Pilot Projects
Psychiatry - education
Simulation Training
User-Computer Interface
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Summary:Objectives: To explore online study groups as augmentation tools in preparing for the Royal Australian and New Zealand College of Psychiatrists Observed Structured Clinical Examinations (OSCE) for fellowship. Methods: An online survey of New Zealand trainees was carried out to assess exam preparedness and openness to virtual study groups and results analysed. Relevant material around virtual study groups for fellowship examinations was reviewed and used to inform a pilot virtual study group. Four New Zealand trainees took part in the pilot project, looking at using a virtual platform to augment OSCE preparation. Results: Of the 50 respondents 36% felt adequately prepared for the OSCE. Sixty-four per cent were interested in using a virtual platform to augment their study. Virtual study groups were noted to be especially important for rural trainees, none of whom felt able to form study groups for themselves. The pilot virtual study group was trialled successfully. All four trainees reported the experience as subjectively beneficial to their examination preparation. Conclusions: Virtual platforms hold promise as an augmentation strategy for exam preparation, especially for rural trainees who are more geographically isolated and less likely to have peers preparing for the same examinations.
ISSN:1039-8562
1440-1665
DOI:10.1177/1039856218765886