What is the NDEB (National Dental Examining Board) virtual OSCE (Objective Structured Clinical Examination) for the Canadian dental examination?

NDEB Virtual OSCE for Canadian Dental Examination

The NDEB (National Dental Examining Board) administers a validated set of written and objective standardized clinical examinations to certify dentists in Canada, and during the COVID-19 pandemic, a Virtual OSCE (VOSCE) format was developed as an alternative to traditional face-to-face clinical examinations. 1, 2, 3

Background and Purpose

The National Dental Examining Board has been responsible for establishing standards and certifying dental candidates in Canada for over fifty years, working independently of the ten provincial licensing authorities. 3 The NDEB examinations are administered to:

• Graduates from accredited Canadian and United States dental schools 3
• Graduates of non-accredited schools who have completed a qualifying program 3

Virtual OSCE Development

The Virtual OSCE was developed as a direct response to COVID-19 pandemic restrictions that prevented face-to-face clinical examinations. 1, 2 The VOSCE adaptation required:

Planning and Preparation Components

• Careful adaptation of traditional OSCE stations for the online environment, including significant organizational restructuring of examination logistics 1
• Mandatory familiarization sessions for both students and examiners to ensure technical competency with the virtual platform 1
• Integration of virtual learning network platforms with real-time evaluation systems 4

Examination Structure

The VOSCE follows the traditional OSCE framework, which consists of:

• Multiple time-limited stations where candidates perform specific tasks under structured assessment 5
• Standardized scoring checklists used by trained assessors at each station 5
• Assessment of multiple competencies including clinical reasoning, patient communication, diagnostic interpretation, and treatment planning 5, 1

What the VOSCE Can and Cannot Assess

Competencies Successfully Evaluated

• Clinical reasoning and differential diagnosis formulation through case-based scenarios 1, 2
• Patient communication skills using simulated patient interactions 6
• Interpretation of diagnostic tests including radiographs, laboratory results, and clinical images 1
• Treatment planning and clinical decision-making abilities 2

Limitations

Technical dental procedures requiring hands-on manipulation cannot be adequately assessed through the virtual format, representing the primary limitation of the VOSCE compared to traditional OSCE. 1 This is a critical caveat for understanding what the examination can certify.

Effectiveness and Validation

Both students and examiners provided favorable feedback regarding the VOSCE format:

• The examination was considered fair and useful by both staff and students 2
• Students preferred simulated patient stations over static clinical cases with images and presentations 6
• The VOSCE was deemed a viable alternative to face-to-face clinical examination despite its limitations 1, 2

Quality Assurance Features

• Haptic feedback systems can be integrated for certain skill assessments 4
• Real-time evaluation and performance data collection allows for immediate assessment 4
• Structured feedback mechanisms are essential post-examination to identify areas for improvement 6

Practical Implementation Considerations

Significant organizational resources are required to successfully implement a VOSCE, including technical infrastructure, examiner training, and student preparation sessions. 1 However, once established, the system can provide:

• High-quality assessment with excellent efficiency and lower costs compared to traditional formats 4
• Standardized evaluation across multiple candidates regardless of geographic location 1
• Flexibility in examination scheduling and reduced logistical constraints 2

Common Pitfalls to Avoid

• Inadequate technical preparation for both candidates and examiners can compromise examination validity 1
• Attempting to assess hands-on technical skills that require physical manipulation should be avoided in the virtual format 1
• Failing to provide structured feedback post-examination misses a critical learning opportunity 6
• Insufficient familiarization sessions can lead to technical difficulties during the actual examination 1