CHALLENGES AND OPPORTUNITIES IN THE ONLINE ASSESSMENT OF CLINICAL SKILLS: A SYSTEMATIC REVIEW OF THE LITERATURE

Abstract

Objective: to consolidate current knowledge about online competency assessment, with a focus on medical education, and to compare its effectiveness with traditional methods. Materials and methods: a systematic review of the literature was carried out according to the Best Evidence Medical Education Collaboration protocol and analyzed experimental and observational studies in the PubMed and Embase databases. Results: An increase in the use of online Objective Structured Clinical Examinations (OSCE) was observed during and after the COVID-19 pandemic. Most studies reported effective implementation, with 66% indicating few technical issues, although challenges related to connectivity and the assessment of non-verbal aspects were observed. Comparisons between online and in-person assessments revealed mixed results: some studies showed higher scores on remote assessments due to greater concentration and better feedback. Others did not identify significant differences or favored the traditional format. Issues of academic integrity were raised, but they did not prove to be determinant in the results. Students found remote assessments to be less stressful, more accessible, and efficient, while educators valued flexibility and reduced logistical effort. Despite the advantages, limitations in the assessment of complex skills were evidenced. Bottom line: Online assessments are a promising tool, but they require technological refinement to overcome current challenges.