Exame clínico objetivo estruturado presencial e online: perspectiva de alunos e avaliadores

Abstract

When innovative methods with the ability to assess students at higher levels of cognition are implemented, analyzing their effectiveness is important. The present study aims to investigate the perspectives of students and evaluators involved in the in-person OSCE and in its online format (VOSCE) in practical exams during the dental radiology course of an undergraduate program in dentistry through meta-evaluations. For this, an objective and structured evaluation of Dental Radiology content was carried out with a group of 41 students using OSCE and VOSCE, in circuits with six stations for each of the methods. Students were assessed by trained examiners. Students and evaluators answered meta-evaluations regarding the exams at the end of each process. The results indicated that students preferred the OSCE for assessing practical skills, technical and cognitive skills, but the VOSCE was more efficient in assessing affective skills. The evaluators, on the other hand, noticed that the OSCE has advantages in terms of minimizing evaluative failures and standardizing the exam for all students. It can be concluded that both exams are good assessment tools for practical skills in dentistry, even if the VOSCE has some limitations in relation to the OSCE from the perspective of the student and the evaluator.