Viability of Virtual Skills-based Assessments Focused on Communication

Abstract

Objective. To evaluate faculty and student perceptions and performance of virtual compared to in-person skills-based assessments focused on communication.

Methods. Providing sufficient formative and summative feedback is a challenge, particularly in the context of skills-based assessments. In spring 2020, two12-item questionnaires, one each for students and faculty, were designed to assess perceptions of virtual skills-based assessments. The survey was distributed via QuestionPro© to second and third professional year pharmacy students and faculty who participated in a virtual skills-based assessment. Scores from the spring 2020 virtual skills-based assessment were compared to the in-person skills-based assessment that took place in spring 2019.

Results. Of the 19 faculty and 279 students invited to participate, 18 (94.7%) faculty and 241 (86.4%) students responded. The majority of faculty (88.9%) and students (63.5%) perceived the virtual skills-based assessments to be effective at simulating an interaction. However, only 33.3% of faculty and 28.6% of students preferred the virtual environment. There was not a significant difference in the percent of third year students scoring 80% or higher between in-person and virtual assessments for patient consultation and subjective, objective, assessment, and plan (SOAP) note skills.

Conclusion. Students and faculty reported the virtual assessment provided an opportunity for an appropriate assessment of student communication skills. However, despite feelings that the assessment was appropriate, a strong preference for future virtual skills-based assessments was not observed.