An examination of the association between learning modality and academic achievement during the Covid-19 pandemic

This causal-comparative ex-post-facto study examined the association between learning modality and academic achievement during the COVID-19 pandemic. The COVID-19 pandemic created an environment in which multiple modalities of learning, including blended and remote classrooms, were occurring simultaneously, challenging the existing practices of the in-person model, around which most K-12 education is organized. This study analyzed a total of 3,182 public and charter K-8 schools in Illinois to determine how school-level teacher assessments of Ambitious Instruction, as measured by the 5Essentials, and student performance on the Illinois Assessment of Readiness (IAR) math and reading assessments changed from 2019, prior to the pandemic, to 2021 by learning modality. The study also examined the impact of socioeconomic status and building enrollment on these changes. Although Ambitious Instruction ratings and IAR math and reading proficiency decreased across all learning modalities from 2019 to 2021, significantly greater decreases were observed among schools that chose remote learning, while in-person schools experienced the least decline. No statistically significant differences based on the socioeconomic status or size of the schools were observed, although a significant association between socioeconomic status and modality was observed, with poorer schools more likely to opt for remote learning than richer schools, suggesting that challenges to implementation may have negatively impacted the potential effectiveness of this modality. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

[Instrument validation that measures disruptive education on clinical training]

Background: During the contingency derived from the COVID-19 pandemic, there were no instruments assessing the aspects of clinical training, which is why it is necessary to have a questionnaire that let us know the opinion of medical students about the disruptive education. Objective: To validate a questionnaire designed to know the opinion of medical students about disruptive education in their clinical training. Material and methods: Validation cross-sectional study which was developed in three phases: 1) Elaboration of the questionnaire aimed at undergraduate medical students who include clinical science subjects in their curricular program;2) validation of content by Aiken's V test with 7 expert judges and reliability estimation with Cronbach's alpha coefficient in a pre-sample test with 48 students;3) analysis of the information through descriptive statistics, where the following results were observed: Aiken's V index of V = 0.816;Cronbach's alpha coefficient = 0.966. A total of 54 items were incorporated in the questionnaire after the pre-sampling test. Conclusions: We can rely on a valid and reliable instrument that objectively measures disruptive education in the clinical training of medical students. Copyright © 2023 Revista Medica del Instituto Mexicano del Seguro Social.

ROAD-MAP FOR CONDUCTING MEDICAL EXAMS IN RESOURCE LIMITED COUNTRIES DURING COVID-19 PANDEMIC

The COVID-19 pandemic has adversely affected medical education worldwide. Developed countries have successfully managed this by adopting modified ways of teaching and assessment and utilizing their resources but low income countries have struggled in managing the challenges they have faced in teaching and assessment. Medical exams have been postponed multiple times because of no clear way forward due to limited resources. This has not only resulted in wasting of the time of students but also adds to desperation and frustration of the students as well as teachers and institutes. Newer modes of information transfer including E-lectures, pre-recorded videos, simulation based learning and assessment (Kahoot, Socrative etc) have been introduced over the past two years. This paper illustrates a modified model for medical exams which may prove a suitable alternative for low income countries during pandemic. © 2022, Khyber Medical University. All rights reserved.

Assessment of cognitive student engagement using heart rate data in distance learning during COVID-19

Student engagement allows educational institutions to make better decisions regarding teaching methodologies, methods for evaluating the quality of education, and ways to provide timely feedback. Due to the COVID-19 pandemic, identifying cognitive student engagement in distance learning has been a challenge in higher education institutions. In this study, we implemented a non-self-report method assessing students' heart rate data to identify the cognitive engagement during active learning activities. Additionally, as a supplementary tool, we applied a previously validated self-report method. This study was performed in distance learning lessons on a group of university students in Bogota, Colombia. After data analysis, we validated five hypotheses and compared the results from both methods. The results confirmed that the heart rate assessment had a statistically significant difference with respect to the baseline during active learning activities, and this variance could be positive or negative. In addition, the results show that if students are previously advised that they will have to develop an a new task after a passive learning activity (such as a video projection), their heart rate will tend to increase and consequently, their cognitive engagement will also increase. We expect this study to provide input for future research assessing student cognitive engagement using physiological parameters as a tool. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Development and validation of scores on a measure to appraise student-teacher relationships in a remote learning environment: Validation of the virtual learning assessment

The purpose of this dissertation was to validate scores for a new survey tool, The Virtual Learning Assessment. This 53-item measure was designed with the intent that if scores are validated it could provide a means in which student-teacher relationships and the attributes that enhance those relationships in a remote setting could be assessed. To test the validity of the this newly designed measure 532 Middle School students were asked to rate the level of impact specific teacher actions had on middle school student's relationship with a teacher while in a remote learning environment. This survey was developed during the COVID-19 pandemic, and the survey was distributed electronically during students first semester back in face-to-face learning. Results revealed a 2-factor solution, these two factors were named, teachers' support for students' social-emotional well-being (factor 1) and personalized learning for students (factor 2). Confirmatory Factor Analysis revealed an acceptable-to questionable fit, with the data based on the guidelines provided by Dimitrov (2012) and Schreiber et al. (2006), CMIN, chi2 (323) = 770.01, p < .001, chi2/df = 2.38;CFI = .88;RMSEA = .07, 90% CI (.06, .07);and SRMR = .05. In addition, the 2-factor solution indicated a Normative Fit Index (NFI = .81), Tucker-Lewis Index (TLI = .87). Values for this statistic range between 0 and 1 with Bentler and Bonnet (1980) recommending values greater than .90 indicating a good fit (Hooper & Mullen, 2008). The preliminary attempt to validate scores on the Virtual Learning Assessment suggests that while a true latent structure does exist amongst the data set with a 2-factor solution, further refinement of the survey items is necessary before further use of the measure in conducting research. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Assessing learning in simulation experiences in graduate programs for speech-language pathology: A phenomenological study

Simulation learning experiences have become an accepted form of andragogy in speech-language pathology following a revision of the 2016 American Speech-Language-Hearing Association (ASHA) Standards allowing students to count simulation hours towards their required hours for graduation. There is a lack of research in the field of speech-language pathology in assessment of student learning in simulation learning experiences used to meet these clinical hours. The purpose of this study was to use qualitative inquiry to further explore how faculty assess student learning in clinical simulation learning experiences used to demonstrate clinical competence in graduate programs in Communication Sciences and Disorders: Speech-Language Pathology (CSD:SLP). The following research questions were addressed: How do faculty experience the assessment of learning in simulation learning experiences? In what ways do faculty assess student learning in simulation learning experiences specifically designed to meet clinical competency standards? What, if any, effect has theCOVID-19 pandemic had on the use of simulation learning experiences and assessment of student learning used to address clinical competency standards? A total of 22 interviews were conducted in 20 different ASHA certified institutions in the US. Key findings included assessment of graduate student learning in simulation learning experiences in graduate CSD:SLP programs is unstructured and inconsistent, programs need more guidance, professional development and structure to maximize student learning, and COVID-19 had significant impacts on the amount and type of simulation experiences offered in graduate CSD:SLP programs. Further research should focus on comparing competency in specific clinical skills to determine competency skills that are best suited for replacement by simulation learning experiences. Ideally, the outcome of this research would be the development of a best practice policy that outlines, based on research outcomes, specifically which clinical skills can be met with simulation learning experiences, and how to integrate and assess student learning in simulation learning experiences used to meet clinical competency standards. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Training, assessing, and matching students in technology-mediated peer learning environments

Article 1: One-on-one tutoring is the most effective teaching arrangement. Most schools and families, however, cannot afford to provide each child with a tutor. Peer tutoring in classrooms, a more feasible and scalable learning arrangement, increases learning for both tutors and tutees, but peer tutors' efficacy is often limited by their didactic and disempowering approaches. Two interventions were developed to test the viability of using online, scalable training to foster students' adoption of learner-centered teaching methods. To test the efficacy of these interventions, two randomized control experiments were conducted with 198 middle school math students. Both trainings increased the frequency that tutors employed learner-centered strategies, evident in clickstream data from virtual scenarios and in tutee reflections following real-life tutoring. Shifts in tutoring behaviors significantly boosted tutee learning at every level of tutor content mastery. This suggests that training students to use learner-centered tutoring strategies can greatly improve the efficacy for peer tutoring in classrooms, and that technological solutions can scale this type of training.Article 2: "Learning loss" and "learning recovery" have become commonplace terms to describe schooling needs in a COVID-impacted world. It is unsurprising that tutoring is emerging as a key stopgap measure to accelerate recovery. Historically, tutoring has been the most powerful learning intervention, but it is costly to administer and challenging to integrate in classrooms. Peer tutoring is a relatively untapped solution, due to barriers around time management, organization, matching, and assessment. Following trials of an interactive training platform called PeerTeach that rapidly improved middle schoolers' peer tutoring ability, our research team established a research practice partnership to design self-sustaining classrooms with peer tutoring as a central focus. This chapter reports on our five-month design-based research study with an Indian middle school where we found convincing evidence for the viability of tech-mediated peer tutoring as an antidote to key challenges of Group Learning. Through this study, we gained valuable insights into the critical roles technology can play in training effective peer helpers, optimally matching tutoring pairs, overcoming pitfalls that often preclude Group Learning, and promoting the motivational elements which students most value.Article 3 In fields like computer science or mechanical engineering, academic findings consistently influence real-world products and activity. Research on the science of learning, on the other hand, has a relatively small influence on classroom practice. This phenomenon exists despite an enormous workforce of potential research consumers-the US has over 3 million teachers and about 100,000 principals-and several large-scale dissemination initiatives, including the What Works Clearinghouse. This article explores the challenges and obstacles precluding the translation of learning science research to practice. It discusses the past few decades of methodological evolution focused on engendering relevant projects by conducting ecologically valid research inside classrooms, centering teacher voice in the research process, and deviating from fixed-intervention study designs in favor of more iterative, increasingly effective models. The chapter culminates with a set of recommendations aimed at supporting learning scientists in executing research that produces solutions that are viable and efficacious in classrooms. The highlighted methods are concretized through illustrative examples drawn from the six-year PeerTeach research project. They include need-finding in the wild to validate prevalent issues, low-fidelity prototyping to quickly reach viable designs, informant recruitment for constant reality checks, and representative sampling to inform dissemination. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Current status of undergraduate orthodontic education in Canada.

PURPOSE: This study evaluated teaching hours and mode of instruction of undergraduate orthodontic education dental students in Canada receive, changes implemented by each educational dental institution (EDI) in response to the COVID-19 pandemic, and plans for mode of orthodontic education delivery post-COVID-19. METHODS: An electronic survey was administered to the program directors of undergraduate orthodontics at each EDI to reveal details regarding the (i) time and details of didactic, preclinical, and clinical experience provided to students and (ii) perceptions of undergraduate program directors about the adequacy of the current curricula. RESULTS: All 10 Canadian EDIs participated in the survey during the year 2021. Most EDIs deliver their orthodontic curricula beginning in the second year of the program (7, 70.0%), continuing through third (7, 70.0%) and fourth (6, 60.0%) years. The number of hours of didactic, preclinical, and clinical instruction varied by as much as 50 h per academic year across different EDIs. In response to the COVID-19 pandemic, almost all EDIs (9, 90.0%) maintained the same amount of didactic lecture time yet most switched to synchronous (5, 50.0%) or asynchronous (3, 30.0%) online delivery format. Most EDIs (8, 80.0%) indicated the quality of education was maintained during the pandemic. CONCLUSIONS: There exists significant variation in undergraduate orthodontic time allotment among Canadian EDIs. During the COVID-19 pandemic, most Canadian EDIs maintained a consistent amount of teaching hours while transitioning to some form of online course delivery. Most program directors indicated they believed students received the same quality of education after the change in mode of course delivery. The future of undergraduate orthodontic education will likely continue the accelerated trend toward online education.

Machine Learning Literacy for Measurement Professionals: A Practical Tutorial

The COVID-19 pandemic has accelerated the digitalization of assessment, creating new challenges for measurement professionals, including big data management, test security, and analyzing new validity evidence. In response to these challenges, Machine Learning (ML) emerges as an increasingly important skill in the toolbox of measurement professionals in this new era. However, most ML tutorials are technical and conceptual-focused. Therefore, this tutorial aims to provide a practical introduction to ML in the context of educational measurement. We also supplement our tutorial with several examples of supervised and unsupervised ML techniques applied to marking a short-answer question. Python codes are available on GitHub. In the end, common misconceptions about ML are discussed. © 2023 by the National Council on Measurement in Education.

Development and validation of scores on a measure to appraise student-teacher relationships in a remote learning environment: Validation of the virtual learning assessment

The purpose of this dissertation was to validate scores for a new survey tool, The Virtual Learning Assessment. This 53-item measure was designed with the intent that if scores are validated it could provide a means in which student-teacher relationships and the attributes that enhance those relationships in a remote setting could be assessed. To test the validity of the this newly designed measure 532 Middle School students were asked to rate the level of impact specific teacher actions had on middle school student's relationship with a teacher while in a remote learning environment. This survey was developed during the COVID-19 pandemic, and the survey was distributed electronically during students first semester back in face-to-face learning. Results revealed a 2-factor solution, these two factors were named, teachers' support for students' social-emotional well-being (factor 1) and personalized learning for students (factor 2). Confirmatory Factor Analysis revealed an acceptable-to questionable fit, with the data based on the guidelines provided by Dimitrov (2012) and Schreiber et al. (2006), CMIN, chi2 (323) = 770.01, p < .001, chi2/df = 2.38;CFI = .88;RMSEA = .07, 90% CI (.06, .07);and SRMR = .05. In addition, the 2-factor solution indicated a Normative Fit Index (NFI = .81), Tucker-Lewis Index (TLI = .87). Values for this statistic range between 0 and 1 with Bentler and Bonnet (1980) recommending values greater than .90 indicating a good fit (Hooper & Mullen, 2008). The preliminary attempt to validate scores on the Virtual Learning Assessment suggests that while a true latent structure does exist amongst the data set with a 2-factor solution, further refinement of the survey items is necessary before further use of the measure in conducting research. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Fostering college students' fact-checking skills: Three studies assessing lateral reading instruction in a general education course

While online information is abundant and easily accessible, its quality varies widely. Fact-checkers evaluate online information by reading laterally, i.e., opening a new browser tab to research sources and verify claims. This dissertation consisted of three studies that used course outcomes assessment data to examine the impact of a lateral reading curriculum on college students' fact-checking skills. The curriculum was first implemented in Fall 2018 as part of a general education civics course. It has been taught every semester since then, though the content and format of implementation have changed. Data used in the current studies were collected during the Fall 2018, Fall 2019, and Fall 2020 semesters.The Fall 2018 study used a pre/posttest control-group design to evaluate an in-person implementation of a curriculum teaching students four fact-checking "moves". Students who received the curriculum were more likely to read laterally and accurately assess the trustworthiness of online content at posttest than controls. They also reported greater use of Wikipedia at posttest than controls, but did not show significantly greater trust in Wikipedia. Students in the curriculum condition that read laterally on at least one problem at posttest completed more online assignments reviewing lateral reading strategies than their peers. Across conditions, students demonstrated high general media literacy knowledge, but this was unrelated to responsiveness to the curriculum.The Fall 2019 study used a pre/post control-group design to evaluate an asynchronous, online version of the curriculum which taught students a revised set of fact-checking moves summarized by the acronym "SIFT". Students who received the curriculum were more likely to read laterally and were more aware of lateral reading strategies at posttest than controls. Students who used lateral reading strategies during the curriculum had higher reading comprehension and better posttest outcomes. Use and awareness of lateral reading were unrelated at pretest. At posttest, use and awareness were weakly correlated, while reading comprehension was moderately correlated with awareness. Awareness of lateral reading strategies fully mediated the effect of reading comprehension on use of lateral reading at posttest.Lastly, given the proliferation of false and misleading information surrounding the COVID-19 pandemic, the Fall 2020 study assessed how gains in lateral reading from the asynchronous, online SIFT curriculum related to students' confidence in their ability to fact-check COVID-19-related news. Students made gains in their use of lateral reading from pretest to posttest, with both reading comprehension and assignment completion significantly predicting use. Students also made gains in their confidence in fact-checking COVID-19-related news, as well their use, endorsement, and knowledge of Wikipedia. At posttest, use of lateral reading was only weakly correlated with fact-checking confidence.The three studies in this dissertation add to the growing literature documenting both the dearth of lateral reading skills among college students and the efficacy of educational interventions for increasing students' use of these skills. While findings are encouraging, students' gains were also modest. These studies identify factors that may explain individual differences in students' use of lateral reading after instruction, including awareness of lateral reading strategies, attitudes, use, and knowledge of Wikipedia, and reading comprehension. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Using intervention methods to close the achievement gap in middle school mathematics

The achievement gap, or opportunity gap, in education is when one group of students outperforms another group of students in statistical category. For decades, these gaps been analyzed in an attempt to support students and close these differences in categorical scores. The primary purpose of this dissertation was to focus on closing the achievement gap on state mathematics assessment scores in order to increase overall mathematics proficiency levels. The implementation of different interventions in the classroom and around planning for student learning was the main strategy used to improve mathematics standardized test scores, specifically with traditionally underachieving subgroups. The main instrument used to determine growth and success of the intervention models was the Smarter Balanced Mathematics Assessment (SBAC), given yearly by the state of Delaware. The growth goal was in reference to overall proficiency levels, with an increase goal of 10% building wide. Ongoing assessments and data collection throughout the year of grades, attendance, Interim Assessment Blocks (IABs), and Common Formative Assessments (CFAs), were used to assess the need for interventions and the efficacy of these interventions. Ultimately, with COVID shutdowns, cancellations of state testing, and remote/hybrid learning, the goal of increasing the overall proficiency levels by 10% did not happen. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Examining assessment tools and procedures for work-based learning in pandemic times

The COVID-19 pandemic disrupted the continuity to technical and vocational education and training (TVET) training activities and assessment thereby affecting and/or threatening the completions dates for many learners. Several institutions must revisit their assessment methods and tools for work-based learning during such pandemics. This study investigated the innovative assessment methods adopted by private TVET institutions to assess work-based learning during the pandemic. A quantitative research design was used to gather data using online questionnaires. Online questionnaires were used to effect social distancing and getting instant feedback. Purposive sampling was used to select research participants amongst TVET lecturers and attachment coordinators in private TVET colleges. Descriptive statistics were used to present research results using quantitative analysis and descriptions for clarifications. Findings indicated that assessment of practical skills virtually remains a challenge, and most of the institutions kept on using their old ways of assessing. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Loneliness, college belongingness, subjective vitality, and psychological adjustment during Coronavirus pandemic: Development of the College Belongingness Questionnaire

Loneliness is a serious risk factor for healthy development and flourishing. Although loneliness has been revealed to play an important role in psychological health and well-being, little is known about moderating and mitigating mechanisms underlying this association, especially during adverse experiences (e.g., COVID-19 pandemic). The current study purposed to explore whether subjective vitality mediated the association of loneliness with psychological adjustment and whether college belongingness moderated the mediating effect of subjective vitality on students' adjustment in the context of loneliness. The study sample comprised 333 undergraduate students (69% female) from a public university in Turkey. They ranged in age between 19 and 41 years (M = 21.94, SD = 4.15). Findings from mediation analysis revealed that loneliness had a significant predictive effect on subjective vitality and psychological adjustment challenges. Subjective vitality also mediated the effect of loneliness on the psychological adjustment of college students. Further, college belongingness moderated the mediating effect of subjective vitality on adjustment and had a protective effect on the association between loneliness and subjective vitality in college students. These results indicate that subjective vitality and college belongingness are important mechanisms that may help develop prevention and intervention strategies to foster students' psychological health and well-being in university settings. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Got skills? A new era of developing and assessing clinical skills in the remote environment

Health professional education is designed to help learners gain the knowledge, skills, and attitudes needed for practice. There has been extensive reform in health professional curriculums to emphasize the teaching, development, and assessment of clinical skills. As medical education continues to evolve due to changes in healthcare, and with the ever-increasing growth of technology, it is important to ensure that health professional students are ready to practice successfully. Many curriculums have incorporated clinical skills laboratories to provide learners a safe and protected environment to practice those skills necessary for their profession. Thus, students must acquire, maintain, and enhance their clinical skills techniques as they progress in their education and be properly assessed before they approach real patients. The emergence of the COVID-19 pandemic required educational transition to a remote platform, providing both challenges and opportunities for health education. This chapter reviews how remote skills-based courses can teach and assess clinical skills effectively. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Navigating performance-based assessments in unprecedented times: Adaptations, challenges, and strategies

This chapter focuses on the implementation of performance-based assessments (PBAs) at the Auburn University Harrison School of Pharmacy (AUHSOP) during the COVID-19 pandemic, when shifts were made to a fully remote delivery of the pharmacy curriculum in March 2020 and then altered to a hybrid delivery in the fall semester in which students returned to campus in a limited capacity. In addition to describing adaptations made due to curriculum delivery changes for each professional year, the chapter will provide specific challenges encountered while planning and implementing PBAs with a focus on factors related to students, standardized persons (SPs), and logistics. Student and SP perceptions of remote PBA delivery will be presented as well as strategies for improvement of future PBA events. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

A multilevel approach for assessing needs and supporting school communities during the COVID-19 pandemic: University, schools, and community interconnections

The coronavirus (COVID-19) pandemic poses significant challenges to the psychological resilience and well-being of school communities, while a disproportionate impact on vulnerable groups has been recognized. Adopting social justice principles in the implementation of school psychological services is needed to facilitate suitable support for all, in line with United Nations Sustainable Development Goals (SDGs) of quality education, reduced inequality, and good health and well-being. In this article, a multilevel approach developed by the Laboratory of School Psychology, Department of Psychology, National and Kapodistrian University of Athens, to support schools during the pandemic is presented. This approach benefits from a holistic understanding of school community needs, necessary to provide tailored support, in line with SDGs within school communities. This approach could act as a paradigm of how University-based laboratories could support school communities during crises. (PsycInfo Database Record (c) 2022 APA, all rights reserved) Impact Statement Impact and Implications.-The presented approach indicates the benefits of multilevel approaches based on social justice principles that accommodate children's needs and promote quality education, health, and well-being for all during the pandemic, in line with United Nations Sustainable Development Goals. This approach could act as an exemplar for university-based laboratories in supporting school communities in crisis situations. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Clinical assessment during a global pandemic - Transitioning to a COVID safe hybrid OSCE.

Objective structured clinical examinations (OSCEs) are often used to assess the clinical competence of students in preprofessional osteopathy training. During the COVID-19 global pandemic, the final year OSCE in the RMIT University osteopathy program was redeveloped leveraging online technologies within COVID-19 guidelines such as hygiene and occupancy limitations. Final year osteopathy students were assessed using a hybrid ten station OSCE, comprising both online and face-to-face components. The examination was led by a pre-recorded narrated PowerPoint video. The video contained instructions, case information for five cases and prompts for the practical stations. A student model stepped into the room as needed for practical stations. The examiner assessed students from another room via video streaming, with limited interaction with students. The hybrid OSCE was conducted safely during Stage 4 restrictions adhering to COVID Safe guidelines, allowing robust competency assessment of final year students, enabling timely graduation and transition to practice. Institutional support, technology infrastructure, clear communication and stakeholder collaboration are key to successful implementation. The hybrid OSCE format offers a potential solution for institutions delivering high-stakes assessment in the continuing challenges of clinical assessment in the post COVID landscape. Adopting hybrid assessment formats may facilitate remote assessment of students in clinical placements.

Malaysian pharmacy students' perspectives on the virtual objective structured clinical examination during the coronavirus disease 2019 pandemic.

PURPOSE: This study investigated pharmacy students' perceptions of various aspects of virtual objective structured clinical examinations (vOSCEs) conducted during the coronavirus disease 2019 pandemic in Malaysia. METHODS: This cross-sectional study involved third- and fourth-year pharmacy students at the International Islamic University Malaysia. A validated self-administered questionnaire was distributed to students who had taken a vOSCE a week before. RESULTS: Out of the 253 students who were approached, 231 (91.3%) completed the questionnaire. More than 75% of the participants agreed that the instructions and preparations were clear and helpful in familiarizing them with the vOSCE flow. It was found that 53.2% of the respondents were satisfied with the flow and conduct of the vOSCE. However, only approximately one-third of the respondents believed that the tasks provided in the vOSCE were more convenient, less stressful, and easier to perform than those in the conventional OSCE. Furthermore, 49.7% of the students favored not having a vOSCE in the future when conducting a conventional OSCE becomes feasible again. Internet connection was reported as a problem hindering the performance of the vOSCE by 51.9% of the participants. Students who were interested in clinical pharmacy courses were more satisfied than other students with the preparation and operation of the vOSCE, the faculty support, and the allocated time. CONCLUSION: Students were satisfied with the organization and operation of the vOSCE. However, they still preferred the conventional OSCE over the vOSCE. These findings might indicate a further need to expose students to telehealthcare models.