The Most Influential Factor to Pass Rate of Modified OSCE Exam on Student Batch 2 during Pandemic Period

Abstract

The Objective structure clinical examination is an assessment tool to evaluate clinical skills. There are many factors that influence to pass rate of modified OSCE. Moreover, during online learning implementation, there are some barriers. The aim of the study is to determine the most influential factor that contributing to achieving the learning outcome in terms of passing rate modified online OSCE. An observational study was chosen involving 87 medical students batch 2.  Sample size calculation used the formulation of an estimated proportion population with a simple random strategy. This study employed a questionnaire of online skill learning that was made by the researcher through analysis of factor exploratory. The participants were asked to score their agreement on the five-Likert scale. Using SPSS version 24 and software of AMOS 26, we analyzed the data for simple linear regression and structural equation modeling (SEM). Results were summarized following 2 factors that influencing pass rate of modified OSCE online, in terms of transactional distance (p value=0.001, r=0.235) and learning platform availability ((p value=0.013, r=0.087). Our finding highlights that self-reflection and student access to resources have significant contributions toward independent learner characteristics. This study has contributed to solving the problem regarding the foundational concept for the requirement of online learning. The theoretical concept of a learning platform also enhances online teaching. Foremost and utmost that self-reflection and student access to resources have become two important factors to autonomy learning. The major strength of this study is the systematic manner in which it was conducted.