Undertaking a face-to-face objective structured clinical examination for medical students during the COVID-19 pandemic.

INTRODUCTION AND AIMS: Objective structured clinical examinations (OSCEs) play a pivotal role in medical education assessment. The Advanced Clinical Skills (ACS) OSCE examines clinical skills in psychiatry, general practice, obstetrics and gynaecology and paediatrics. This study examined if the 2020 ACS OSCE for fourth year medical students attending the National University of Ireland, Galway, was associated with any significant result differences compared to the equivalent 2019 OSCE. Additionally, we assessed students' satisfaction and explored any organisational difficulties in conducting a face-to-face OSCE during the COVID-19 pandemic. MATERIALS AND METHODS: This study compared anonymised data between the 2019 and 2020 ACS OSCEs and analysed anonymised student feedback pertaining to the modified 2020 OSCE. RESULTS: The mean total ACS OSCE result achieved in 2020 was statistically higher compared to the 2019 OSCE [62.95% (SD = 6.21) v. 59.35% (SD = 5.54), t = 6.092, p < 0.01], with higher marks noted in psychiatry (p = 0.001), paediatrics (p = 0.001) and general practice (p < 0.001) with more students attaining honours grades (χ2 = 27.257, df = 3, p < 0.001). No difference in failure rates were found. Students reported feeling safe performing the 2020 OSCE (89.2%), but some expressed face-mask wearing impeded their communication skills (47.8%). CONCLUSION: This study demonstrates that conducting a face-to-face OSCE during the pandemic is feasible and associated with positive student feedback. Exam validity has been demonstrated as there was no difference in the overall pass rate.

Population increases and educational policies in Nigeria.

PIP: Most governments today accept in principle that provision of education is a basic human right as embodied in article 26 of the Declaration of Human Rights. Through education, peace, good international relations, better prospects for economic developments, and improvement of human resources are possible. Despite this awareness, most governments cannot fulfill this requirement of education due to large population sizes, rapid growth and competition for scarce natural resources. An historical survey of the development of educational policies in Nigeria reveals that the Machiavellian policy of the colonial period largely created the present imbalance in the educational development of the Moslem north (where slow development was encouraged) compared to the Christian south. The 1st government participation in education by 1877 was minimal. The colonial government relied heavily on missionary educational activities. Political motives and religious conflicts between the northern and southern regions retarded missionary activities. Not until 1926 did active cooperation begin between the government and local states, reinforced by Elliot's Commission Report, the Phillipson Commission Report and the memorandum on Educational Policy in Nigeria. These reports laid out guidelines for government's aid and participation in provision of educational facilities. Post independence requirements for skilled manpower led to the adoption of the Ashby Commission Report as a basis for higher education. 1980 was set as the desired date for free compulsory education by a conference of African states. Nigeria, persuing this ideal goal, aimed at making education free at all levels and for every citizen. The burden and implications of these policies are examined in the context of projections of primary and secondary school enrollments, costs, and manpower needs. The cost of education is seen to rise with demand. By 1990, Nigeria will have about 24 million children to educate. With global inflationary trends continuing, costs of educational services and provision of facilities will rise substantially. The author recommends reducing demand for these services through population growth control as the best alternative solution.^ieng