Innovations in assessment in health professions education during the COVID‐19 pandemic: A scoping review

Abstract

AbstractBackgroundAfter an initial period of uncertainty during the COVID‐19 pandemic, medical universities responded to the pandemic by innovating their methods of teaching‐learning and assessment. This scoping review aimed to identify innovations in assessment in medical, dental and nursing education at the undergraduate and postgraduate levels during the pandemic.MethodsThis review was conducted utilising Arksey and O'Malley's framework where three electronic databases—PubMed, Embase and Web of Science—were systematically searched in February 2022 for articles in English describing innovations in assessments published in or after January 2020.ResultsA total of 70 articles were included in the review. Among the primary research articles, 82.1% reported online assessment, 76.1% were related to medical speciality, 74.6% described assessment at the undergraduate level, 68.7% described summative assessment and 58.2% reported assessment of practical skills. All assessments of theoretical knowledge were done virtually with MCQ being the most used assessment tool and virtual OSCE being the most popular assessment tool to assess practical skills; however, it was acknowledged that the assessment of procedural skills was its limitation. Although the studies described the newer forms of assessments as feasible and acceptable, few studies reported the reliability and validity of the assessments.ConclusionsThis scoping review identified several innovations in assessment during the COVID‐19 pandemic with an overall shift towards virtual or hybrid forms of assessment. However, there was a dearth of evidence regarding the effectiveness of these assessment tools suggesting a need for more research before the tools can be implemented post‐pandemic.