Effect of remote online exam delivery on student experience and performance in applied knowledge tests

Background: The use of remote online delivery of summative assessments has been underexplored in medical education. Due to the COVID-19 pandemic, all end of year applied knowledge multiple choice question (MCQ) tests at one UK medical school were switched from on campus to remote assessments. Methods: We conducted an online survey of student experience with remote exam delivery and compared test performance in remote versus invigilated campus-based forms of similar assessments for Year 4 and 5 students across two academic years. Results: Very few students experienced technical or practical problems in completing their exam remotely. Test anxiety was reduced for some students but increased for others. The majority of students preferred the traditional setting of invigilated exams in a computer lab, feeling this ensured an even playing field for all candidates. Mean score was higher for Year 4 students in the remotely-delivered versus campus-based form of the same exam (76.53% [SD 6.57] vs. 72.81% [6.64]; t(438.38) =5.94, p =0.001; d =0.56), whereas candidate performance was equivalent across both forms for Year 5 students. Conclusions: Remote online MCQ exam delivery is an effective and generally acceptable approach to summative assessment, and could be used again in future without detriment to students if onsite delivery is not possible.

Automated summary

Remote online delivery of summative assessments in medical education is effective and generally acceptable. During the COVID-19 pandemic, switching end of year exams to remote assessments resulted in some students experiencing reduced test anxiety while others experienced increased anxiety. Students generally preferred invigilated exams in a traditional setting, but performance in remote exams was found to be equivalent to campus-based exams in Year 5 students.