DOMINOS aims to: (1) Develop a multidisciplinary library of OSCE stations for healthcare curriculums in dentistry, medicine, and pharmacy, primarily accessible via video conferencing but also adaptable for on-site use [WP2 - synchronous training]. (2) Create a digital OSCE serious game library for self-training and asynchronous practice for students [WP3]. (3) Build a digital OSCE training platform where students and teachers can find those libraries and resources and guidance on using the tools developed in WP2 and WP3 [WP4]. (4) Evaluate the project's impact and analyse data on digital tools in Higher Education [WP5]. The project's ultimate goal is to establish a comprehensive digital environment accessible to faculties across Europe to implement OSCE training and enables students to train flexibly. Expected impact for academic staff: Enhance digital teaching skills, encourage cross-disciplinary healthcare education, promote OSCE best practices across Europe, support digital OSCE implementation, increase teacher proficiency in OSCE exam preparation, and create a shared digital OSCE hub. And for healthcare students: Facilitate flexible training, diversify learning materials, boost confidence in OSCEs and improve clinical skills.
Originally, OSCEs were introduced to address the limitations of traditional clinical assessments, such as written exams, which often lack reliability and authenticity in evaluating healthcare skills. OSCEs offer a structured, precise, and reproducible approach to assess clinical skills, such as data interpretation, problem-solving, communication, and patient interaction. Typically, an OSCE is organised into 8 to 10 stations. An examiner assesses the student’s with an objective scoring rubric. The structure of OSCE is based on a blueprint to ensure that core skills are tested at multiple stations. Running an effective OSCE program requires extensive planning, coordination, and a significant number of personnel. For instance, a mock exam for 800 students might require 135 examiners, 135 standardised patients, 50 staff for coordination, and 300 rooms, with at least six months of preparation beforehand. Healthcare educators recognize that OSCE training is crucial. The preparation and running of OSCEs are resource-intensive, limiting the frequency of these training opportunities, so universities are exploring alternative solutions. Although digital OSCE training is emerging, no standard for digital OSCEs has yet been established.