Design and Management of an Objective Structured Clinical

Examination using the SIMUportfolio Platform

Matěj Karolyi

1,2,3

, Jakub Ščavnický

1,2

, Petra Růžičková

1,2

, Lenka Šnajdrová

1,2

and Martin Komenda

1,2

Institute of Biostatistics and Analyses, Faculty of Medicine, Masaryk University, Brno, Czech Republic

Simulation Centre, Faculty of Medicine, Masaryk University, Brno, Czech Republic

Faculty of Informatics, Masaryk University, Brno, Czech Republic

Keywords: Medical, Curriculum, OSCE, Software Development, Web-based Platform.

Abstract: An objective structured clinical examination (OSCE) is a modern and effective way of examination and

evaluation of students in terms of clinical practice. Despite its high demands as regards both staff and time, it

is certainly worthwhile to test students’ skills in this way, and the Faculty of Medicine of the Masaryk

University is currently aiming to introduce this modern examination method. Apart from a proper training of

employees responsible for the preparation and the process itself of the examinations, much effort has also

been made to develop the faculty’s own platform which will provide support in various stages of OSCE. The

SIMUportfolio is an online platform which, among others, integrates curriculum description, study materials

and functions serving to define OSCE stations and examinations, their field evaluation as well as a module

summing up the students’ results. In this paper, we have described our motivation for the platform

development in the context of a simulation centre which is currently under construction, the platform’s

maintenance and further development. Furthermore, we have presented the finished components of the

platform, which have been designed in accordance with processes occurring during an OSCE.

1 INTRODUCTION

Nowadays, with modern information and

communications technology (ICT) making it possible

to take up new challenges not only in the domain of

education of medical and healthcare disciplines,

many methodical, pedagogical and technological

innovations have emerged. Visionaries and bearers of

progressive strategies have been trying – often very

systematically and deliberately – to incorporate these

elements into the very complicated process of

preparation, planning and implementation of the

teaching itself. Teaching methods based on scenarios,

carried out as problem-based learning (PBL) and

team-based learning (TBL), are undoubtedly among

the most frequently accepted strategies. In fact, the

employment of virtual scenarios can significantly

facilitate the understanding of various topics

contained in a curriculum and connect the study of

medicine to verified and functional paradigms from

clinical practice (Berman et al., 2016; Core et al.,

2016; Rajputh, Rajabalee and Santally, 2019). Apart

from the above-mentioned implementation of new

pedagogical strategies, we must not forget about tools

and methods of students’ evaluation. An objective

structured clinical examination (OSCE) is the gold

standard in the evaluation of complex clinical skills

(Harden, 1988). This way of examination, however,

is rather time-consuming in terms of both preparation

and implementation itself; therefore, authors of this

paper considered whether it would be possible to

automate steps that accompany an OSCE from its

very beginning to the final results. The exploratory

question is whether it is possible to make an effective

use of available ICT and to design an online solution

which would provide an OSCE support to be

employed across study programmes of the Faculty of

Medicine of the Masaryk University in Brno, Czech

Republic.

1.1 Objective Structured Clinical

Examination

An objective structured clinical examination (OSCE)

is a modern way of evaluation of students of

healthcare disciplines, which has been gradually

implemented into teaching at the Faculty of Medicine

of the Masaryk University, as part of its SIMU

Karolyi, M., Š

cavnický, J., R˚uži

cková, P., Šnajdrová, L. and Komenda, M.

Design and Management of an Objective Structured Clinical Examination using the SIMUportfolio Platform.

DOI: 10.5220/0009570102690276

In Proceedings of the 12th International Conference on Computer Supported Education (CSEDU 2020) - Volume 1, pages 269-276

ISBN: 978-989-758-417-6

269

(Simulation Centre) activities. This way of

examination features the following key

characteristics:

 Objectivity – all students pass through the same

stations and the same situations, with the same

evaluation criteria.

 Structuredness – each station involves a

specific task or an unambiguously defined

scenario.

 Focus on Clinical Practice – students’

theoretical knowledge and practical skills are

evaluated according to standardised evaluation

criteria, which are based either on either

examiner’s questions or a predetermined correct

procedure leading to the solution of a given

problem.

An OSCE aims to verify the student’s clinical

knowledge and skills such as communication,

physical examination, performing procedures,

interpretation of results etc., and to provide an

objective and specific feedback to students. The

introduction of this new type of students’ evaluation

is not a trivial task for us, and we are trying to draw

inspiration from well-established systems. Staff

responsible for the correct running of OSCE

procedures have been trained in cooperation with

partner universities. We have made a concerted effort

to follow proven and time-tested procedures

(Skrzypek et al., 2017; Świerszcz et al., 2017;

Kowalski, Skowron and Nowakowski, 2019).

1.2 SIMUportfolio Integration

Platform

The integration platform SIMUportfolio has been

developed as an in-house project of the Faculty of

Medicine of the Masaryk University. This elaborate

and dynamic modular web-based system facilitates

orientation in the teaching process for students,

teachers as well as the faculty management and, most

of all, it is designed to make students’ knowledge and

skills more effective in clinical practice. Its main

objective is to systematically integrate available tools

for teaching support, which have been developed at

the faculty over the years and currently are among its

teaching cornerstones (Komenda and Karolyi, 2019).

Experience and knowledge obtained in the solution of

national and mainly international research projects

became the key aspect to influence the decision to

design and to develop our own solution instead of

adopting any of the existing ones. The most important

of those research projects are Akutne.cz

(https://www.akutne.cz/) (Štourač et al., 2013),

OPTIMED (https://opti.med.muni.cz/en/) (Komenda

et al., 2015), MEDCIN (https://medcin.iba.muni.cz/)

(Komenda et al., 2017), MERGER (Komenda et al.,

2018), TAME (http://www.tame-project.org/),

BCIME (https://www.upjs.sk/en/faculty-of-

medicine/bcime/home/) and SIMU

(https://www.med.muni.cz/simu/en) (Komenda and

Karolyi, 2019).

The entire system is based on curriculum

description, which makes it possible to define

teaching blocks in a parametric way (study

programme, medical discipline, course, learning unit,

learning outcome) in accordance with international

standards guaranteed by the MedBiquitous

association. We have succeeded to transform these

standards into a form that can be easily used in a

relational persistence layer of the platform, but still

can be transformed into the original XML schema

(Karolyi et al., 2020). Students and teachers can

subsequently use the filled-up database to search for

learning units together with their description,

keywords, learning outcomes and the form of final

examination. The search process in the Czech

language has been improved by adding elements of

morphological analysis (Karolyi, Ščavnický and

Komenda, 2018), leading to more relevant results

being provided to users’ queries. A direct link

between the curriculum and other components is

provided by individual modules, which cover specific

domains related to the teaching process.

 Teaching activities provide support to guarantors

and teachers, with the objective to create

scenarios of learning units sequence in a

structured way. Depending on the chosen

pedagogical method (problem-based learning,

team-based learning, flipped classroom), the

author is invited to use a form containing

obligatory and optional blocks defining how the

teaching process should be led. The aim of this

process is to harmonise the taught topics

regardless of the teacher present on the

individual lesson.

 Education portals associate recommended and

guaranteed study resources across external

platforms that have been used at the faculty.

Educational works, multimedia tools, e-learning

courses and virtual linear and branched scenarios

(virtual patients) can be subsequently easily

linked to various building blocks of the

curriculum. Students can then easily access all of

these materials from a single system.

CSEDU 2020 - 12th International Conference on Computer Supported Education

270

 Warehouse management will provide well-

arranged records of supply of medical

equipment, spare parts and consumables needed

to run the simulation centre. Its interconnection

with courses, learning units and staffing

(teachers, technicians for interactive teaching,

suppliers) will provide a detailed overview of

teaching costs, the current status of stock and

orders.

 The reporting module and the export module

process all information stored in the

SIMUportfolio database. Apart from the

possibility of downloading the data in a machine-

processable form, the SIMUportfolio also

features an interactive browser which scans

through the descriptions of individual study

programmes. Users of this module can view data

sets by employing various types of graphical

outputs and associated filters.

 The OSCE module is intended for the

examinations’ guarantor to design and to plan all

stations, including the allocation of observers,

students and standardised patients. OSCEs can

be also used at the faculty to carry out formative

and summary evaluations.

1.3 ICT Support During OSCEs

Both the preparation and implementation of OSCE

require a considerable investment from the faculty,

including human resources and technical facilities.

The examination itself is always scheduled to be

carried out during a whole day, with an exact

arrangement of stations and exact times of individual

students entering those stations. The process of OSCE

preparation is rather complex for a guarantor who is

expected to design a given examination with all of its

parameters. Therefore, a question comes into

consideration whether the SIMUportfolio platform

could be used to support and to automate some parts

of this process. The suitable candidates are as follows:

 Preparation of the station prototype, which can

be repeatedly recycled in several examinations.

 Simple and systematic instructions for observers,

simulated patients as well as students, including

either printouts or electronic distribution of these

instructions.

 Preselection of rooms suitable for OSCEs.

 Planning the sequence of students accessing the

examination in order to avoid collisions.

 Automated evaluation of examinations based on

students’ results at individual stations.

 Archiving the examination results and

comparing them according to predefined

parameters.

The above-mentioned steps can be carried out

systematically, using an online tool. However, it is

important to perform all steps methodically, in a way

which would secure continuity with the entire concept

that is being introduced by the faculty in terms of this

new type of examination.

2 METHODS

Initiatives aimed at improvements in teaching by the

introduction of new pedagogical methods and modern

technologies are appearing with increasing

frequency. Making study materials available to

students in an electronic form is the cornerstone of

such initiatives. Other milestones, however, are more

complex and more difficult to achieve. In particular,

this might be the description of processes which

students and teachers at a given faculty must go

through, and which might often considerably

complicate either the study or the teaching process.

The development of a platform such as the

SIMUportfolio requires a long-term and active

involvement of all interested parties: faculty

management, guarantors, curriculum designers,

methodology specialists, teachers and, last but not

least, students. The result, in the form of a really

complex system, then becomes part of a bigger

whole, making a real sense in the environment where

it is continually developed and adapted to its purpose.

2.1 Simulation-based Teaching

The Simulation Centre (SIMU) of the Faculty of

Medicine of Masaryk University is one of the largest

and the most modern simulation centres in Central

Europe. SIMU represents a completely unique

teaching complex combining theoretical and practical

education, where a comprehensive spectrum of

simulation teaching methods is covered. The

innovation of selected medical study programmes

using advanced elements of simulation medicine into

regular teaching is the main mission of SIMU. The

adoption of methodological, pedagogical and

technical background is an essential prerequisite for

the following domains: (i) interactive clinical

training, (ii) development of study materials, (iii)

standardisation of teaching and its continuous

evaluation, (iv) implementation of objective

structured clinical examination (OSCE) and (v)

Design and Management of an Objective Structured Clinical Examination using the SIMUportfolio Platform

271

integration of modern ICT. SIMU also brings

methodologies for preparation, training and

implementation of virtual patients in clinical

medicine using simulation-based teaching in a form

of team-based and problem-based learning

paradigms. It helps to change the old-fashioned way

of teaching and move the clinical phase of medical

education from traditional classroom teaching

approaches to active learning using self-directed,

personalised and collaborative learning environments

(Blažková, Sellner and Štourač, 2017).

2.2 Computerisation of the OSCE

Process

The process of preparation, running and evaluation of

examinations based on this method is very complex.

The preparation itself consists of several steps that

might be iterative. Running must be effective and as

little as possible time-consuming for the OSCE

guarantor (i.e. the person planning the agenda,

managing the technical team and overseeing the

smooth running), for the teacher (i.e. an expert

preparing the scenario for a given station and acting

as the observer/evaluator) and for students

themselves. For these reasons, a web-based platform

seems to be an ideal solution, providing available

functionalities online. The resulting evaluation of a

student is compiled from evaluations from all stations

attended by that student. When designing the web-

based tool, we considered the following stages:

1. Creating a station, including the allocation of a

room as well as the assignment of observers,

simulated patients and students.

2. Carrying out the examination itself, with

evaluation recorded online into predefined forms

in real time.

3. Evaluation and analysis of results according to

stations attended by students, with the aim to

provide an instant feedback to students,

observers and the OSCE guarantor.

2.2.1 Identifying Roles During OSCE

In the entire life cycle of a specific evaluation via

OSCE, there are various roles with various rights and

competencies. These roles involve a designer, an

observer, a guarantor and, of course, a student.

 An OSCE designer is responsible for the

preparation of scenario at an OSCE station,

which should be clearly linked to a selected part

of the curriculum (a course, a learning unit and

learning outcomes). A teacher actively involved

in the teaching process usually finds

himself/herself in this role.

 An OSCE observer is responsible for the

running and evaluation of the examination itself.

During the examination, he/she observes the

student ’ s reactions and records their

correctness into the platform, making it possible

for the examination to be evaluated later. This

role might be assigned to a teacher, a physician

or a specialist trained in this activity. Each station

at an OSCE requires at least one observer.

 An OSCE guarantor oversees the entire process

of design, planning and evaluation. This person

can also monitor the whole process thanks to an

adapted view in the SIMUportfolio platform,

which involves up-to-date information on the

progress of students going through individual

stations, their results and time schedule of the

entire examination. This responsibility is

assigned to a specific person by the faculty

management. An OSCE guarantor must be well

acquainted with all OSCE issues, whereas the

faculty management must carefully consider the

capacities of its staff.

 Students themselves are essential for the

examination, aiming to prove their knowledge of

medical procedures in specific situations. These

pieces of knowledge are thoroughly tested at

individual stations, and performance at a

predefined level must be demonstrated by

students at each of them, if they are to pass the

entire examination. Point limits must be set in a

way which reflects the importance, significance

and difficulty of each station in the context of the

entire examination.

2.2.2 Stages of an OSCE

An OSCE itself can be divided into three main stages.

The structure of these stages is more complicated and

can be further divided into partial stages.

The first stage is purely preparatory. The

responsible persons (OSCE designers) create station

prototypes or use already existing stations. Based on

these, an examination with planned stations in a

specific location and with a clearly defined sequence

of stations is subsequently created. The examination

date and start, together with the length of pauses

between student groups, are determined. Last but not

least, a set of students to be examined during an

OSCE day is assigned to each examination.

The second stage focuses on the running of the

examination which had been created in the previous

step. Individual stations of the planned examination

CSEDU 2020 - 12th International Conference on Computer Supported Education

272

are located either in several rooms specialised for

specific stations, or in a single room. During the

examination, observers are present at each station,

overseeing the entire procedure and evaluating the

student’s activity. A group of student rotates among

individual stations and the examination is finished at

the moment when all students have attended all

stations.

The last stage of an OSCE is dedicated to the

overall evaluation of the examination, which can be

done after the entire run is finished. At this stage, all

results of students who have attended all stations are

evaluated, and a feedback in terms of success is

provided to all participants. However, the

examination is not only evaluated from the students’

point of view, but also from the individual stations’

point of view, making it possible to evaluate the

overall success rate of all students at individual

stations.

2.3 Technologies Used in the

Development

The SIMUportfolio is an application built on the

modern PHP Symfony 4.4 framework

(https://symfony.com/) together with the Twig

template engine and the Doctrine ORM library for

object mapping. In terms of databases, the

PostgreSQL open-source object-relational database

system was used. Yarn was used to manage

dependencies on the frontend, and Composer was

used to manage backend dependencies for third-party

libraries. The Zurb Foundation framework, using the

jQuery library, was used to develop a responsive

frontend. The asset administration is dealt by the

webpack’s derivate so-called webpack-encore which

comes with the Symfony.

Various JavaScript libraries were used for the

purposes of individual modules, such as d3.js, NVD3

and Datatables (interactive visualisations of data), or

select2.js, sweetalert2.js, jstree.js and featherlight.js

(improvements in user experience).

A similar approach to the development of web-

based applications has proven successful to us in the

past, and a number of our projects have already been

running with similar technologies (Dušek et al., 2017;

Karolyi et al., 2017, 2019).

2.4 Pilot Runs

As part of the process of systematic innovation of

courses dedicated to first aid and propaedeutics, pilot

runs and testing runs of the platform have become the

key moments for the development of the

SIMUportfolio module aimed at the electronic

support for OSCEs. Having created a new description

of curriculum in the form of a set of learning units and

learning outcomes, teachers and guarantors have been

trying to find a suitable way of selecting topics to be

newly examined by the OSCE method. These pilot

runs have been extremely important for system

developers, who have thus obtained valuable

feedback from real users. Many iterations have

progressively led to new functionality and control

elements, aiming to optimise the final solution in

terms of both effectiveness and user experience.

Students themselves have also been involved in the

process, particularly during the setup of pilot OSCE

stations: in this way, teachers and OSCE guarantors

could see whether the planned stations are

manageable in the allocated time, and whether

observers are able to record their evaluations via the

SIMUportfolio platform.

3 RESULTS

The SIMUportfolio is a unique integration platform

which fully supports the entire life cycle of OSCEs. It

has been designed in a manner general enough to be

used not only by the Faculty of Medicine of the

Masaryk University, but in principle by any

institutions that would like to use the OSCE method.

A direct link to the curriculum is a key aspect; in other

words, topics described in the curriculum and

supplied with notes that they would be tested at

OSCEs are actually later examined by this method.

Everything is available online and stored in a

database, which means that various issues can be

traced back and analysed for the purpose of relevant

feedback and further improvements.

3.1 Stage-designed Modules

As we have already mentioned above, OSCEs at the

Faculty of Medicine of the Masaryk University can

be divided into three main stages: (i) design and

planning, (ii) running of the examination itself, (iii)

evaluation of the examination and providing results

(or feedback). These stages are reflected in the main

modules in the SIMUportfolio platform.

3.1.1 The “Sketch” Module

The “Sketch” module allows the OSCE designer to

define the stations and to plan the examinations.

Apart from basic information about the station, its

duration

and instructions for individual participants,

Design and Management of an Objective Structured Clinical Examination using the SIMUportfolio Platform

273

Figure 1: OSCE station and examination detail.

the designer also provides the contents of the itemised

form and milestones of the examination. The

individual items in the form can vary in terms of their

type as well as scores that can be obtained for a

correct answer. In the subsequent stage of planning

the examination, the created station will be assigned

to students for a specific date and time. The

calculation of student succession and arrival times is

performed automatically, in the application

background.

Figure 1 shows details of a station and an

examination that have been created inside the OSCE

“Sketch” module. Apart from basic administrative

data, there are also items such as the station’s form, a

list of students as well as instructions for participants

(observers, students and simulated patients).

3.1.2 The “Execute” Module

The “Execute” module has been designed with the

aim to be used by observers during the examination.

Even before the examination, the observers can use it

to go through the itemised form of the station and the

list of students. Observers can also see all planned

stations that have been assigned to given users (i.e.

students). Each planned station involves a list of

students in the order defined automatically by the

system, with allocated schedules of their participation

in that station.

After opening the station and starting the timer,

the observer can see an itemised form which

represents the scenario of a student’s passage through

the station. The observer watches the student and

records all of his/her actions into the form (e.g.

whether he/she did or did not perform a certain

procedure, or evaluate the procedure on the scale

from 1 to 5). All actions performed in the form are

recorded and saved into that station’s protocol. The

form is automatically saved every 20 seconds in order

to prevent data loss if connectivity was accidentally

lost.

The observer finishes his/her work with the OSCE

“Execute” module after all students have attended a

given station. The results are then available in the

OSCE “Report” module.

3.1.3 The “Report” Module

The OSCE “Report” module is the last component of

the entire OSCE module in the SIMUportfolio

platform. This environment has been primarily

intended for guarantors of courses, who are

responsible for the running of examinations as a

whole. After an examination is finished, its guarantor

can see its report (Figure 2), which sums up how

individual stations were attended and what are the

results of individual students. Detail of each station

can be opened, providing a protocol of completion,

i.e. the sequence of events that occurred in the

evaluation form during the examination.

Several criteria can be used to evaluate the

students, and these criteria can be defined before the

start of the examination. For example, the student

might be successful in a station if he/she carries out at

CSEDU 2020 - 12th International Conference on Computer Supported Education

274

Figure 2: OSCE Exam Report for guarantor of the course.

least 70% of procedures that are expected of him/her.

Additionally, the so-call critical points can be

defined: if these points are not met, the student will

be evaluated as unsuccessful. Note that OSCE

designers are responsible for the setup of evaluation

parameters. These designers should take into

consideration the student’s year, the difficulty of all

stations in the examination and possibly also other

factors.

Our plans for the future involve the extension of

the OSCE “Report” module so that it is available to

students who have passed at least one OSCE. In this

way, each student would be able to look at his/her

results at individual parts of the examinations (i.e.

stations). In some stages of the study, this form of

examination is not only intended for the student’s

evaluation, but also to provide feedback to that

student in terms of his/her clinical skills. It is

therefore worth considering whether the platform

should be ready to records comments provided by

observers (and possibly guarantors), which would

then be made available to students themselves.

4 CONCLUSION

The SIMUportfolio platform has been continually

maintained, developed and run at the Faculty of

Medicine of the Masaryk University. Its development

is linked to the SIMU+ project and it is envisaged to

be used particularly in the context of the Simulation

Centre (SIMU). Its employment in the teaching

process has been gradual: a larger number of teachers

and their topics have been progressively involved in

the OSCE process. Theoretical and practical issues

been conveniently solved thanks to the cooperation

with partner universities from abroad, which have

long-term experience in the domain of OSCE

implementation; valuable lessons have been learnt

and well-established principles have been further

developed. The implementation of OSCE will always

depend on the needs and facilities of a given

institution and it cannot be objectively evaluated

whether the resulting OSCE is better or worse than a

similar approach elsewhere. The evaluation solely

focuses on whether a given OSCE meets the

expectations and objectives defined by the faculty.

The platform sustainability is very good from the

technical point of view, most notably thanks to the

employed Symfony framework in its long-term

Design and Management of an Objective Structured Clinical Examination using the SIMUportfolio Platform

275

support version. The platform design and

development have been done by an in-house

development team, which can be considered as a

significant benefit in the long term. Future prospects

involve a number of ideas in terms of further

development of the platform. From the points of view

of both technology and methodology, it is possible

and expected that intensive communication with

users themselves will carry on, and that relevant

requirements will be implemented in practice

ACKNOWLEDGEMENT

The authors have been supported from the following

grant projects: (i) Masaryk University Strategic

Investments in Education SIMU+

(CZ.02.2.67/0.0/0.0/16_016/0002416) funded from

the European Regional Development Fund; (ii)

Masaryk University 4.0

(CZ.02.2.67/0.0/0.0/16_015/0002418) funded from

the European Social Fund.

REFERENCES

Berman, N. B. et al. (2016) ‘The role for virtual patients in

the future of medical education’, Academic medicine,

91(9), pp. 1217–1222.

Blažková, J., Sellner, M. and Štourač, P. (2017) ‘The

simulation centre of European significance will be built

in Brno’, MEFANET Journal, 5(2), pp. 72–75.

Core, M. G. et al. (2016) ‘Learning, adaptive support,

student traits, and engagement in scenario-based

learning’, in Interservice/Industry Training,

Simulation, and Education Conference (I/ITSEC).

Dušek, L. et al. (2017) ‘A Pilot Interactive Data Viewer for

Cancer Screening’, in Hřebíček, J. et al. (eds)

Environmental Software Systems. Computer Science

for Environmental Protection. Cham: Springer

International Publishing, pp. 173–183. doi:

10.1007/978-3-319-89935-0_15.

Harden, R. M. (1988) ‘What is an OSCE?’, Medical

teacher, 10(1), pp. 19–22.

Karolyi, M. et al. (2017) ‘Finding overlapping terms in

medical and health care curriculum using text mining

methods: reha’, MEFANET Journal, 4(2), pp. 71–77.

Karolyi, M. et al. (2019) ‘Tools for development of

interactive web-based maps: application in healthcare’,

in Computer Science Research Notes. WSCG’2019 - 27.

International Conference in Central Europe on

Computer Graphics, Visualization and Computer

Vision’2019, Západočeská univerzita. doi:

10.24132/CSRN.2019.2902.2.1.

Karolyi, M. et al. (2020) ‘Medical curriculum standards:

Towards relational database transformation’, Health

and Technology. doi: 10.1007/s12553-020-00409-6.

Karolyi, M., Ščavnický, J. and Komenda, M. (2018) ‘First

Step Towards Enhancement of Searching Within

Medical Curriculum in Czech Language using

Morphological Analysis’, in. International Conference

on Computer Supported Education, SCITEPRESS, pp.

288–293. doi: 10.5220/0006757902880293.

Komenda, M. et al. (2015) ‘OPTIMED Platform:

Curriculum Harmonisation System for Medical and

Healthcare Education.’, in MIE, pp. 511–515.

Komenda, M. et al. (2017) ‘A Pilot Medical Curriculum

Analysis and Visualization According to Medbiquitous

Standards’, in 2017 IEEE 30th International

Symposium on Computer-Based Medical Systems

(CBMS). 2017 IEEE 30th International Symposium on

Computer-Based Medical Systems (CBMS), pp. 144–

149. doi: 10.1109/CBMS.2017.118.

Komenda, M. et al. (2018) ‘Similarity Detection Between

Virtual Patients and Medical Curriculum Using R.’, in

EFMI-STC, pp. 222–226.

Komenda, M. and Karolyi, M. (2019) ‘SIMUportfolio:

Complex All-in-One web-Based Platform Enhancing

Medical Education’, in 2019 International Symposium

on Educational Technology (ISET). 2019 International

Symposium on Educational Technology (ISET), pp. 70–

73. doi: 10.1109/ISET.2019.00024.

Kowalski, T., Skowron, A. and Nowakowski, M. (2019)

‘The role and suitability of the objective structured

practical examination in pharmacy education in

poland’, Indian Journal of Pharmaceutical Education

and Research, 53(2), pp. 186–191. doi:

10.5530/ijper.53.2.24.

Rajputh, R., Rajabalee, Y. B. and Santally, M. I. (2019)

‘Scenario-based Learning Design for Workplace

eLearning’.

Skrzypek, A. et al. (2017) ‘The Objective Structured

Clinical Examination (OSCE) from the perspective of

3rd year’s medical students - a pilot study’, Folia

medica Cracoviensia, 57(3), pp. 67–75.

Štourač, P. et al. (2013) ‘Akutne. cz algorithms and Sepsis-

Q scenarios as interactive tools for problem based

learning ses’, MEFANET Journal, 1(2), pp. 61–73.

Świerszcz, J. et al. (2017) ‘How does preclinical laboratory

training impact physical examination skills during the

first clinical year? A retrospective analysis of routinely

collected objective structured clinical examination

scores among the first two matriculating classes of a

reformed curriculum in one Polish medical school’,

BMJ Open, 7(8). doi: 10.1136/bmjopen-2017-017748.

CSEDU 2020 - 12th International Conference on Computer Supported Education

276