Remote Proctoring Research Articles

Remote Proctoring: What Is the Takeaway From the Student Perspective?

Remote Proctoring: What Is the Takeaway From the Student Perspective?

Medical Education during COVID-19: Response at one medical school.

Introduction: The COVID-19 pandemic has caused a significant toll on healthcare across the globe. The pandemic caused many other consequences, including economic implications and teaching consequences, notably in higher education throughout the world. COVID-19 and the resulting closure of university campuses have had many impacts on Health Professions Education (HPEd), affecting all aspects, including teaching methods, assessment methods, curricula, student-teacher relationships, student selection processes, and student well-being. It has had significant effects on the setting in which students are required to learn more skills such as psychomotor skills. This manuscript aims to investigate the changes implemented in medical education during the pandemic and describe one medical school's response to medical education changes during the pandemic.Methods: This study was a combination of a case study done by in-depth investigation of the current context at one medical school during the pandemic and action research done by gathering information to change a condition in a particular place. Results: Many changes were implemented in medical education, including online teaching for basic science courses (first two years of the program) and online assessments (video-based remote proctoring) in the program's first two years. Such courses as Clinical Skills are using telemedicine/telehealth concepts in training. There were changes such as video-based remote proctoring of NBME shelf-examinations even in the assessments of clerkships/clinical rotations. Conclusions: Adaptations of medical education during this pandemic is highly dependent on technology. Most of the changes will be practiced until the campuses are open. We need to understand that these changes were made over this unprecedented period, i.e. the pandemic as an emergency rather than as a normal change process.

What Happens When You Close the Door on Remote Proctoring? Moving Toward Authentic Assessments with a People-Centered Approach

What Happens When You Close the Door on Remote Proctoring? Moving Toward Authentic Assessments with a People-Centered Approach

Teleproctoring for Neurovascular Procedures: Demonstration of Concept Using Optical See-Through Head-Mounted Display, Interactive Mixed Reality, and Virtual Space Sharing-A Critical Need Highlighted by the COVID-19 Pandemic.

Physician training and onsite proctoring are critical for safely introducing new biomedical devices, a process that has been disrupted by the pandemic. A teleproctoring concept using optical see-through head-mounted displays with a proctor's ability to see and, more important, virtually interact in the operator's visual field is presented. Test conditions were created for simulated proctoring using a bifurcation aneurysm flow model for WEB device deployment. The operator in the angiography suite wore a Magic Leap-1 optical see-through head-mounted display to livestream his or her FOV to a proctor's computer in an adjacent building. A Web-based application (Spatial) was used for the proctor to virtually interact in the operator's visual space. Tested elements included the quality of the livestream, communication, and the proctor's ability to interact in the operator's environment using mixed reality. A hotspot and a Wi-Fi-based network were tested. The operator successfully livestreamed the angiography room environment and his FOV of the monitor to the remotely located proctor. The proctor communicated and guided the operator through the procedure over the optical see-through head-mounted displays, a process that was repeated several times. The proctor used mixed reality and virtual space sharing to successfully project images, annotations, and data in the operator's FOV for highlighting any device or procedural aspects. The livestream latency was 0.71 (SD, 0.03) seconds for Wi-Fi and 0.86 (SD, 0.3) seconds for the hotspot (P = .02). The livestream quality was subjectively better over the Wi-Fi. New technologies using head-mounted displays and virtual space sharing could offer solutions applicable to remote proctoring in the neurointerventional space.

Virtual support for remote proctoring in TAVR during COVID-19.

ObjectivesThe current report describes a single operator's experience of the first use of smartglass technology as a facilitator of virtual support during TAVR proctoring.BackgroundRestricted gatherings and containment measures during the ongoing COVID‐19 pandemic have a major impact on daily clinical practice. Interaction between peers is crucial in science, clinical practice, and education. In addition, there is also a growing importance of proctoring in interventional cardiology for structural heart disease. Virtual support may facilitate the wide implementation of remote proctoring.MethodsA collaboration between a smartglass provider (Rods & Cones) and self‐expandable transcatheter aortic heart valve system (Medtronic) was initiated and tested extensively prior to TAVR procedures. Two cases were randomly selected for remote support. The light‐weight smartglass consisted of a full HD central camera, a 720p ×5 optical zoom camera, built‐in LED light, speaker and earphone jack, and an external visor to project data in a nonobstructive manner in the operators' view.ResultsPreprocedural detailed discussion of the cases between the proctor and the operator occurred via teleconferencing. Successful procedural virtual support was determined by the presence of a session coordinator, high quality of the central camera, high‐speed and stable wireless internet connection. Limitations were the relative discomfort of the earpieces, discordance between the central and zoom camera and the absence of visual fixation during head motions.ConclusionIn a highly complex and demanding context such as TAVR, remote proctoring by means of virtual support is feasible and efficacious.

Virtual exams: has COVID-19 provided the impetus to change assessment methods in medicine?

AimsThe ongoing COVID-19 pandemic has disrupted and delayed medical and surgical examinations where attendance is required in person. Our article aims to outline the validity of online assessment, the range of benefits to both candidate and assessor, and the challenges to its implementation. In addition, we propose pragmatic suggestions for its introduction into medical assessment.MethodsWe reviewed the literature concerning the present status of online medical and surgical assessment to establish the perceived benefits, limitations, and potential problems with this method of assessment.ResultsGlobal experience with online, remote virtual examination has been largely successful with many benefits conferred to the trainee, and both an economic and logistical advantage conferred to the assessor or organization. Advances in online examination software and remote proctoring are overcoming practical caveats including candidate authentication, cheating prevention, cybersecurity, and IT failure.ConclusionVirtual assessment provides benefits to both trainee and assessor in medical and surgical examinations and may also result in cost savings. Virtual assessment is likely to be increasingly used in the post-COVID world and we present recommendations for the continued adoption of virtual examination. It is, however, currently unable to completely replace clinical assessment of trainees.Cite this article: Bone Jt Open 2021;2(2):111–118.

Remote proctoring in neuroradiological interventions

HintergrundEndovaskuläre Verfahren haben einen festen Platz bei der Behandlung von Hirngefäßerkrankungen, z. B. die Thrombektomie beim Schlaganfall. Die ständige Weiterentwicklung der hierbei verwendeten Materialien (z. B. Katheter und Stents) fordert von den behandelnden Ärzten ein permanentes Lernen.FragestellungTechnische Hilfsmöglichkeiten zur Unterstützung bei neuen neuroendovaskulären Verfahren.Material und MethodeIntegration von Streamingtechnologien in das Ausbildungskonzept von Neuroradiologen.ErgebnisseDie Übertragung angiographischer Aufnahmen auf einen entfernten Computerarbeitsplatz in Echtzeit ist mittels spezifischer Streamingtechnologie ortsunabhängig möglich. Hierdurch kann ein neuroendovaskulärer Spezialist geographisch entfernte Interventionalisten bei der Durchführung eines Kathetereingriffes am Gehirn beraten, die Handhabung der verwendeten Materialien überblicken und bei Bedarf anleiten (Remote-Proctoring).SchlussfolgerungenInsbesondere bei Notfalleingriffen und während Reisebeschränkungen kann durch Zuschaltung eines weiteren neuroendovaskulären Spezialisten per Livestreaming die Patientensicherheit erhöht werden.

Accountability in Distance Learning: The Effect of Remote Proctoring on Performance in Online Accounting Courses

ABSTRACTDistance education allows educators, with the use of technology, to deliver curriculum to students who are separated from their instructors. As higher education evolves, enrollment in distance education continues to present challenges of academic dishonesty. Proctoring services can provide educators with a practical and cost effective approach to reduce academic dishonesty in accounting programs. This study examines the effects of online proctoring programs on students' exam performance in an online accounting course. Our findings show lower exam performance when proctoring services are used, consistent with a reduction in academic dishonesty. More importantly, we show that proctoring affects lower performing students' exam performance more than higher performing students. These results have implications for accounting faculty in designing accounting courses, which can be delivered through a distance learning approach while maintaining the academic integrity and rigor demanded by the accounting profession.

Using Design Based Research to Redesign Remote Proctoring for Online Learning Environments

Online testing has been widely used in Chinese universities due to the development of distance education and the outbreak of COVID-19. The current research uses a design-based research (DBR) method aiming to design, implement, and assess remote proctoring of Chinese undergraduates and to further promote its effectiveness at Chinese universities. Across three iterations, a combination of qualitative data collection and analysis procedures were used to investigate the design of the remote proctoring. The results show that remote proctoring designers should add some new features to the remote proctoring and take into account test-takers’ mentality. Finally, the study provides implications in designing remote proctoring.

Legal Implications of Using AI as an Exam Invigilator

This article considers the legal implications of the use of remote proctoring using artificial intelligence (AI) to monitor online exams and, in particular, to validate students’ identities and to flag suspicious activities during the exam to discourage academic misconduct like plagiarism, unauthorized collaboration and sharing of test questions or answers. The emphasis is on AI-based facial recognition technologies (FRT) that can be used during the authentication process for remote users during the online exam process as well as to identify dubious behavior throughout the examination. The central question explored is whether these systems are necessary and lawful based on European human rights law. The first part of the paper explores the use of AI-based remote proctoring technologies in higher education, both from the institutional perspectiv9e as well as from the student perspective. It emphasizes how universities are shifting from a reliance on systems that include human oversight, like proctors overseeing the examinations from remote locations, towards more algorithmically driven practices that rely on processing biometric data. The second part of the paper examines how the use of AI-based remote proctoring technologies in higher education impacts the fundamental rights of students, focusing on the fundamental rights to privacy, data protection, and non-discrimination. Next, it provides a brief overview of the legal frameworks that exists to limit the use of this technology. Finally, the paper closely examines the issue of legality of processing in an effort to unpack and understand the complex legal and ethical issues that arise in this context.

Rejecting Test Surveillance in Higher Education

The rise of remote proctoring software during the COVID-19 pandemic illustrates the dangers of surveillance-enabled pedagogy built on the belief that students can’t be trusted. These services, which deploy a range of identification protocols, computer and internet access limitations, and human or automated observation of students as they take tests remotely, are marketed as necessary to prevent cheating. But the success of these services in their stated goal is ill- supported at best and discredited at worst, particularly given their highly over- inclusive criteria for “suspicious” behavior. Meanwhile, the harms they inflict on students are clear: severe anxiety among test-takers, concerning data collection and use practices, and discriminatory flagging of students of color and students with disabilities have provoked widespread outcry from students, professors, privacy advocates, policymakers, and sometimes universities themselves. To make matters worse, the privacy and civil rights laws most relevant to the use of these services are generally inadequate to protect students from the harms they inflict.Colleges and universities routinely face difficult decisions that require reconciling conflicting interests, but whether to use remote proctoring software isn’t one of them. Remote proctoring software is not pedagogically beneficial, institutionally necessary, or remotely unavoidable, and its use further entrenches inequities in higher education that schools should be devoted to rooting out. Colleges and universities should abandon remote proctoring software, and apply the lessons from this failed experiment to their other existing or potential future uses of surveillance technologies and automated decision-making systems that threaten students’ privacy, access to important life opportunities, and intellectual freedom.

Remote Proctoring: Fairness and Compliance

Abstract John Kleeman MBCS, founder of assessment company Questionmark and a director of the Association of Test Publishers, explains how to balance security and privacy when tests and exams are taken at home.

Remote proctoring provides candidates a safe way to continue the path to licensure.

Remote proctoring provides candidates a safe way to continue the path to licensure.

Chemistry Assessments through the Sudden Implementation of Online Instruction

This paper is designed to synopsize the efforts of a team of general chemistry teachers to enact assessments during the abrupt transition to online-only instruction and reflect on what was done successfully and what could be improved. The focus is on the extent remote, online assessments accurately measured student knowledge described within the context of the decisions made for administration of the assessments. To limit the extent of unintended student collaboration, exams were given at a set day and time; question banks were developed so that students received variants of similar questions, and a remote proctoring software was used. Correlations showed consistency between online exams and paper exams, alleviating concerns that widespread cheating may take place. A concern was found with reusing the same exam at a later date for students who missed the original exam despite efforts to keep the online exam secure. The generation of alternative exams for later dates is recommended, potentially supported by creating and curating an online repository of assessment items to utilize.

Integrating remote proctoring in dental education: Problem, solution, and results.

Journal of Dental EducationVolume 85, Issue S1 p. 1071-1073 ADVANCING THROUGH INNOVATION Integrating remote proctoring in dental education: Problem, solution, and results Irina F. Dragan DDS, DMD, MS, Corresponding Author Irina F. Dragan DDS, DMD, MS irina.dragan@tufts.edu orcid.org/0000-0002-4045-8564 Faculty Education & Instructional Development, Department of Periodontology, Tufts University School of Dental Medicine, Boston, Massachusetts, USA Correspondence Dr. Irina F. Dragan, Faculty Education & Instructional Development, Department of Periodontology, Tufts University School of Dental Medicine, Boston, Massachusetts, USA. Email: irina.dragan@tufts.eduSearch for more papers by this authorLeyla Feride Yildiz, Leyla Feride Yildiz Tufts University School of Dental Medicine, Boston, Massachusetts, USASearch for more papers by this authorKristen Dunn, Kristen Dunn Academic Affairs, Tufts University School of Dental Medicine, Boston, Massachusetts, USASearch for more papers by this authorAruna Ramesh BDS, MS, DMD, Aruna Ramesh BDS, MS, DMD Academic Affairs, Tufts University School of Dental Medicine, Boston, Massachusetts, USASearch for more papers by this author Irina F. Dragan DDS, DMD, MS, Corresponding Author Irina F. Dragan DDS, DMD, MS irina.dragan@tufts.edu orcid.org/0000-0002-4045-8564 Faculty Education & Instructional Development, Department of Periodontology, Tufts University School of Dental Medicine, Boston, Massachusetts, USA Correspondence Dr. Irina F. Dragan, Faculty Education & Instructional Development, Department of Periodontology, Tufts University School of Dental Medicine, Boston, Massachusetts, USA. Email: irina.dragan@tufts.eduSearch for more papers by this authorLeyla Feride Yildiz, Leyla Feride Yildiz Tufts University School of Dental Medicine, Boston, Massachusetts, USASearch for more papers by this authorKristen Dunn, Kristen Dunn Academic Affairs, Tufts University School of Dental Medicine, Boston, Massachusetts, USASearch for more papers by this authorAruna Ramesh BDS, MS, DMD, Aruna Ramesh BDS, MS, DMD Academic Affairs, Tufts University School of Dental Medicine, Boston, Massachusetts, USASearch for more papers by this author First published: 11 July 2020 https://doi.org/10.1002/jdd.12307Citations: 1Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume85, IssueS1Supplement: Advancing Through Innovation in a Challenging TimeJune 2021Pages 1071-1073 This article also appears in:Advancing Through Innovation in a Challenging Time RelatedInformation

Use of Resources and Method of Proctoring During the NBCRNA Continued Professional Certification Assessment: Analysis of Outcomes

<h3>Objective</h3> The National Board of Certification and Recertification for Nurse Anesthetists (NBCRNA) conducted a study to determine whether use of resources and method of test administration for the Continued Professional Certification Assessment (CPCA) impacts performance, testing experience, and fidelity of the examination. <h3>Methods</h3> A total of 1,500 certified registered nurse anesthetists (CRNAs) were randomized into one of six groups based on method of proctoring (in person or live online remote) and use of resources (closed book, open book with NBCRNA-provided resources [e-books], or open book with use of a choice of two of nine approved hard copy resources). Participants completed a baseline survey, the CPCA, and a post-CPCA survey. <h3>Results</h3> A total of 1,217 participants were included in the analyses. Scores on the CPCA were 5 points higher in the resources groups than in the closed-book groups (<i>p</i> = .0005), but examination times were twice as long (<i>p</i> = .0005). Performance standard rates were similar (<i>p</i> = .26). In the resources groups, 84.2% of participants used resources to confirm an answer. In the e-books groups, approximately 40% of participants' comments indicated problems with the e-books. Participants in remote proctoring groups had a moderate number of problems with remote proctoring; thus, scores were lower than expected. However, 55% to 73% of participants indicated remote proctoring would reduce their anxiety on future examinations. Half of all participants strongly agreed or agreed that the CPCA accurately reflected core knowledge all CRNAs should know. <h3>Conclusion</h3> It is recommended that the CPCA be delivered as a closed-book examination with choice of in-person or remote proctoring that does not require live online proctors.

Proctoring to improve teaching practice

Universities organise digital summative assessments in special assessment computer rooms and they conduct strong restrictions on the resources. This policy assures safety and security of assessments but obstructs authentic problem solving where open resources are needed. A digital assessment room is also not a proper solution when students for some reason cannot attend the assessment on campus. We present three scenarios from the science and mathematics teaching practice at the University of Amsterdam in which we have used proctoring to create the flexibility of online exams that was needed. Online remote proctoring of computer screens on the campus and/or students at home enabled (1) more authentic exams by allowing open resources, (2) use of own laptops (BYOD) in a regular lecture room, (3) off campus online exams as a part of an online programme, for example, at home anywhere in the world. We have shown that proctoring is not just a different way to control students using computers, but that it enabled improvement of the quality of learning processes in which summative assessments are an integral part.

Remote Proctoring and Assessment of Endovascular Skills: First Experience in Vascular Surgery and Training

Remote Proctoring and Assessment of Endovascular Skills: First Experience in Vascular Surgery and Training

Remote FLS testing in the real world: ready for "prime time".

Maintaining the existing FLS test centers requires considerable investment in human and financial resources. It can also be particularly challenging for those outside of North America to become certified due to the limited number of international test centers. Preliminary work suggests that it is possible to reliably score the FLS manual skills component remotely using low-cost videoconferencing technology. Significant work remains to ensure that testing procedures adhere to standards defined by SAGES for this approach to be considered equivalent to standard on-site testing. To validate the integrity and validity of the FLS manual skills examination administered remotely in a real-world environment according to FLS testing protocols and to evaluate participants' experience with the setting. Individuals with various levels of training from the University of Toronto completed a pre- and a post-test questionnaire. Participants presented to one of the two FLS testing rooms available for the study, each connected via Skype to a separate room with a FLS proctor who administered and scored the test remotely (RP). An on-site proctor (OP) was present in the room as a control. An invigilator was also present in the testing room to follow directions from the RP and ensure the integrity of test materials. Twenty-one participants were recruited, and 20 completed the test. There was no significant difference between scores by RP and OP. Interrater reliability between the RP and OP was excellent. One critical error was missed by the RP, but this would not have affected the test outcome. Participants reported being highly satisfied. We demonstrate that proctors located remotely can administer the FLS skills test in a secure and reliable fashion, with excellent interrater reliability compared to an on-site proctor. Remote proctoring of the FLS examination could become a strategy to increase certification rates while containing costs.

Current Issues in Higher Education: Faculty Productivity, Distance Education, Course Assessment, and Online Proctoring

Faculty productivity is measured as a combination of teaching, research, and service. Universities are making a major push towards offering online courses. As the world-wide-web becomes a state-of-the art delivery medium there is a need among educators and trainers to obtain knowledge about the tools needed for developing and implementing web courses. Assessing the effectiveness of education is centred on student learning. Online proctoring accommodates the growing number of online learners who are looking for an easy, safe, and secure way to take their exams online with a remote proctor.