Implementation of Remote Online Assessments in the Undergraduate Medical Education: A Students’ Satisfaction Survey from a Developing Country

Abstract

Abstract Background COVID-19 pandemic brought on new challenges to medical education with regards to the transition to online education and examination methods. The purpose of this study was to understand the issues encountered during the implementation of a remote online system of examination and the student satisfaction, in undergraduate settings of a low-income country. Methodology: Our study includes data from a diverse population of five undergraduate classes of medicine and four classes from dentistry of a private medical school. A Remote Online Assessment (ROA) system was designed using free software to transform the traditional in-person high-stakes examination into an online equivalent. The first phase consisted of three principal activities with appropriate student training leading to a summative online exam at the end of it. Each activity was coupled with student feedback the detailed analysis of which guided the implementation process. Results More than 800 students took part in the implementation process of ROA. Feedback at all three intervals showed a significantly higher level of satisfaction in the clinical year students than in the preclinical. The overall satisfaction rate was lower among female students. The highest level of satisfaction was achieved after online one-on-one training of students in smaller groups with mini-mock exams. The most commonly identified obstacles were the insufficient time for exam completion (n = 614) and internet speed and connectivity issue (n = 470). While the majority of the students regarded this novel ROA not better than the traditional in-person examination, they acknowledged its significance in helping them continue their studies and prepare for their mid-term summative exam syllabus. Conclusions Unfamiliarity with online learning systems could impede the implementation of ROA in low-income countries. Conducting multiple online mock activities coupled with training in short groups with more focus on females and preclinical students can lead to satisfaction regarding such an online examination system.

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