3,978
Views
3
CrossRef citations to date
0
Altmetric
Observations; SERIES: Philosophy in Medical Education; Action Editor: Mario Veen, PhD, Erasmus Medical Centre Rotterdam

A Matter of Trust: Online Proctored Exams and the Integration of Technologies of Assessment in Medical Education

ORCID Icon & ORCID Icon
Pages 444-453 | Received 18 Mar 2021, Accepted 14 Feb 2022, Published online: 25 Apr 2022

References

  • Ebeling MFE. Patient disempowerment through the commercial access to digital health records. Health (London). 2019;23(4):385–400. doi:10.1177/1363459319848038.
  • Asan O, Smith PD, Montague E. More screen time, less face time - Implications for EHR design. J Eval Clin Pract. 2014;20(6):896–901. doi:10.1111/jep.12182.
  • Kelly M, Ellaway RH, Scherpbier A, King N, Dornan T. Body pedagogics: embodied learning for the health professions. Med Educ. 2019;53(10):967–977. doi:10.1111/medu.13916.
  • Greenhalgh T, Stones R, Swinglehurst D. Choose and Book: A sociological analysis of “ ‘resistance’ to an expert system. Soc Sci Med. 2014;104:210–219. doi:10.1016/j.socscimed.2013.12.014.
  • Ellaway RH. Medical education and the war with the machines. Med Teach. 2014;36(10):917–918. doi:10.3109/0142159X.2014.955088.
  • Swierstra T. Identifying the normative challenges posed by technology’s “soft” impacts. Etikk i praksis. Nord J Appl Ethics. 2015;9(1):5–20.
  • Kiran AH. Four dimensions of technological mediation. In: Rosenberger DI, Verbeek PP, eds. Essays on Human–Technology Relations. London: Lexington Books; 2015:123–140.
  • Hew KF, Lan M, Tang Y, Jia C, Lo CK. Where is the “theory” within the field of educational technology research? Br J Educ Technol. 2019;50(3):956–971. doi:10.1111/bjet.12770.
  • Lupton D. Critical perspectives on digital health technologies. Sociol Compass. 2014;8(12):1344–1359. doi:10.1111/soc4.12226.
  • Nieminen JH, Lahdenperä J. Assessment and epistemic (in)justice: how assessment produces knowledge and knowers. Teach High Educ. 2021. doi:10.1080/13562517.2021.1973413.
  • Biesta GJJ, van Braak M. Beyond the medical model: Thinking differently about medical education and medical education research. Teach Learn Med. 2020;32(4):449–456. doi:10.1080/10401334.2020.1798240.
  • Hodges BD. Validity and the OSCE. Med Teach. 2003;25(3):250–254. doi:10.1080/01421590310001002836.
  • Leathwood C. Assessment policy and practice in higher education: Purpose, standards and equity. Assess Eval High Educ. 2005;30(3):307–324. doi:10.1080/02602930500063876.
  • Schuwirth LWT, van der Vleuten CPM. A history of assessment in medical education. Adv Health Sci Educ Theory Pract. 2020;25(5):1045–1056. doi:10.1007/s10459-020-10003-0.
  • Hodges BD . Performance-based assessment in the 21st century: When the examiner is a machine. Perspect Med Educ. 2021;10(1):3–5. doi:10.1007/s40037-020-00647-4.
  • Thoma B, Turnquist A, Zaver F, Hall AK, Chan TM. Communication, learning and assessment: Exploring the dimensions of the digital learning environment. Med Teach. 2019;41(4):385–390. doi:10.1080/0142159X.2019.1567911.
  • Dawson P. Defending Assessment Security in a Digital World. London: Routledge; 2020. doi:10.4324/9780429324178.
  • Selwyn N, O’Neill C, Smith G, Andrejevic M, Gu X. A necessary evil? The rise of online exam proctoring in Australian universities. Media Int Aust. 2021. doi:10.1177/1329878X211005862.
  • Arnò S, Galassi A, Tommasi M, Saggino A, Vittorini P. State-of-the-art of commercial proctoring systems and their use in academic online exams. Int J Distance Educ Technol. 2021;19(2):41–62. doi:10.4018/IJDET.20210401.oa3.
  • Hodges BD. Ones and zeros: Medical education and theory in the age of intelligent machines. Med Educ. 2020;54(8):691–693. doi:10.1111/medu.14149.
  • Bennett S, Dawson P, Bearman M, Molloy E, Boud D. How technology shapes assessment design: Findings from a study of university teachers. Br J Educ Technol. 2017;48(2):672–682. doi:10.1111/bjet.12439.
  • Swauger S. Our Bodies Encoded: Algorithmic test proctoring in higher education. In: Stommel J, Friend C, Morris SM, eds. Critical Digital Pedagogy, 2020. Montreal, Quebec: Pressbooks. https://cdpcollection.pressbooks.com/. Accessed April 12, 2021.
  • Eaton SE, Turner KL. Exploring academic integrity and mental health during COVID-19: Rapid review. J Contemp Educ Theory Res. 2020;4:35–41. doi:10.5281/zenodo.4256825.
  • Coghlan S, Miller T, Paterson J. Good proctor or “big brother”? Ethics of online exam supervision technologies. Philos Technol. 2021;34(4):1581–1606. doi:10.1007/s13347-021-00476-1.
  • Lee K, Fanguy M. Online exam proctoring technologies: Educational innovation or deterioration? Br J Educ Technol. 2022. doi:10.1111/bjet.13182.
  • Foucault M. Discipline and Punish: The Birth of the Prison/Michel Foucault; Translated from the French by Alan Sheridan. Harmondsworth: Penguin; 1979.
  • Zaidi Z, Partman IM, Whitehead CR, Kuper A, Tasha R. Contending with our racial past in medical education: A foucauldian perspective. Teach Learn Med. 2021; 33(4):453–462. doi:10.1080/10401334.2021.1945929.
  • Holtman MC. A theoretical sketch of medical professionalism as a normative complex. Adv Health Sci Educ Theory Pract. 2008;13(2):233–245. doi:10.1007/s10459-008-9099-1.
  • Veen M, Cianciolo AT. Problems no one looked for: Philosophical expeditions into medical education. Teach Learn Med. 2020;32(3):337–344. doi:10.1080/10401334.2020.1748634.
  • Bleakley A. Blunting Occam’s razor: aligning medical education with studies of complexity. J Eval Clin Pract. 2010;16(4):849–855. doi:10.1111/j.1365-2753.2010.01498.x.
  • Engeström Y, Sannino A. Studies of expansive learning: Foundations, findings and future challenges. Educ Res Rev. 2010;5(1):1–24. doi:10.1016/j.edurev.2009.12.002.
  • Bleakley A. Broadening conceptions of learning in medical education: The message from teamworking. Med Educ. 2006;40(2):150–157. doi:10.1111/j.1365-2929.2005.02371.x.
  • Nicolini D. Bringing it all together: A toolkit to study and represent practice at work. In: Practice Theory, Work, and Organization: An Introduction. Oxford: Oxford University Press; 2013:213–242.
  • Fenwick T, Edwards R. Exploring the impact of digital technologies on professional responsibilities and education. Eur Educ Res J. 2016;15(1):117–131. doi:10.1177/1474904115608387.
  • Fawns T. Postdigital education in design and practice. Postdigit Sci Educ. 2019;1(1):132–145. doi:10.1007/s42438-018-0021-8.
  • Jandrić P, Knox J, Besley T, Ryberg T, Suoranta J, Hayes S. Postdigital science and education. Educ Philos Theory. 2018;50(10):893–899. doi:10.1080/00131857.2018.1454000.
  • Fawns T. An entangled pedagogy: Looking beyond the pedagogy – technology dichotomy. Postdigital Sci Educ. 2022. doi:10.1007/s42438-022-00302-7
  • Sinclair C, Macleod H. Literally Virtual: The reality of the online teacher. In: Jandrić P, Boras D, eds. Critical Learning in Digital Networks. Research in Networked Learning. Cham: Springer International Publishing; 2015:77–99. doi:10.1007/978-3-319-13752-0_5.
  • Gourlay L. There is no “Virtual Learning”: The materiality of digital education. NApprEdR. 2021;10(1):57–66. doi:10.7821/naer.2021.1.649.
  • Adams C. TPACK’s arc of technology transparency and teachers’ ethical obligations: Understanding the digital as the new materia medica of pedagogy. In: Ochoa MN, Gibson D, eds. Research Highlights in Technology and Teacher Education. Fairmont: AACE;2020:49–58. doi:10.1016/B978-0-323-02998-8.50028-7.
  • Ihde D. Preface. Positioning postphenomenology. In: Rosenberger DI, Verbeek P-P, eds. Essays on Human–Technology Relations. London: Lexington Books; 2015.
  • Verbeek P-P. Moralizing Technology. Understanding and Designing the Morality of Things. Chicago: The University of Chicago Press; 2011.
  • Verbeek P-P. Postphenomenology and technology. In: Scharff RC, Dusek V, eds. Philosophy of Technology. Chichester: Wiley; 2014:561–572.
  • Rosenberger R, Verbeek P-P. A field guide to postphenomenology. In: Rosenberger DI, Verbeek P-P, eds. Essays on Human–Technology Relations. London: Lexington Books; 2015:9–42.
  • (MRCPUK) Membership of the Royal Colleges of Physicians of the United Kingdom. Preparing for Your MRCP (UK) Part 2 Online Examination. 2020. https://www.mrcpuk.org/sites/default/files/documents/PROCTOREXAMCandidateguide.pdf.
  • (MRCPUK) Membership of the Royal Colleges of Physicians UK. MRCP(UK) examinations. 2020. https://www.mrcpuk.org/mrcpuk-examinations.
  • Verma A, Griffin A, Dacre J, Elder A. Exploring cultural and linguistic influences on clinical communication skills: A qualitative study of International Medical Graduates. BMC Med Educ. 2016;16(1):1–10. doi:10.1186/s12909-016-0680-7.
  • Haven D, Portnaar D-P. Landelijke studentenvakbond op het matje bij ProctorExam. Risk and Compliance. 2021. https://www.riskcompliance.nl/news/landelijke-studentenvakbond-op-het-matje-bij-proctorexam/.
  • Visser G. Heideggers Vraag Naar de Techniek. Amsterdam: Vantilt; 2013.
  • Verbeek P-P. Moralizing technology: On the morality of technological artifacts and their design. In: Kaplan M, ed. Readings in the Philosophy of Technology. New York: Rowman & Littlefield; 2009:265–284.
  • Ihde DA. Phenomenology of technics. In: Scharff RC, Dusek V, eds. Philosophy of Technology. Chichester: Wiley; 2014:539–560.
  • Nguyen CT. Trust as an Unquestioning Attitude. In: Oxford Studies in Epistemology. Oxford: Oxford University Press; forthcoming.
  • Carless D. Trust, distrust and their impact on assessment reform. Assess Eval High Educ. 2009;34(1):79–89. doi:10.1080/02602930801895786.
  • Pacheco JA . The “new normal” in education. Prospects (Paris). 2021;51(1-3):3–14. doi:10.1007/s11125-020-09521-x.
  • Williamson B, Hogan A. Pandemic Privatisation in Higher Education: Edtech & University Reform. Brussels: Education International; 2021.
  • McArthur J. Assessment for social justice: the role of assessment in achieving social justice. Assess Eval High Educ. 2016;41(7):967–981. doi:10.1080/02602938.2015.1053429.
  • Kaposy C. Postphenomenology of the robot medical student. In: Rosenberger DI, Verbeek P-P, eds. Essays on Human–Technology Relations. London: Lexington Books; 2015:191–202.
  • Beckett D, Hager P. Life, Work and Learning. New York: Routledge; 2005.
  • Hager P, Beckett D. The Emergence of Complexity: Rethinking Education as a Social Science. Cham: Springer; 2019.
  • Hodges BD. Assessment in the post-psychometric era: Learning to love the subjective and collective. Med Teach. 2013;35(7):564–568. doi:10.3109/0142159X.2013.789134.
  • Bleakley A, Bligh J, Browne J. Medical Education of the Future: Identity. Power and Location. New York: Springer; 2011. doi:10.1016/S0140-6736(00)70457-0.
  • General Medical Council. Outcomes for Graduates. 2018. https://www.gmc-uk.org/education/undergraduate/undergrad_outcomes.asp.
  • Fawns T, Mulherin T, Hounsell D, Aitken G. Seamful learning and professional education. Stud Contin Educ. 2021;43(3):360–376. doi:10.1080/0158037X.2021.1920383.
  • Ross J, Macleod H. Surveillance, (dis)trust and teaching with plagiarism detection technology. In: Bajić M, Dohn N, de Laat M, Jandrić P, Ryberg T, eds. 11th International Conference on Networked Learning. Zagreb: Zagreb University of Applied Sciences; 2018:235–242.
  • Ajjawi R, Molloy E, Bearman M, Rees CE. Scaling up assessment for learning in higher education. In: Carless D, ed. The Enabling Power of Assessment. Vol 5. Singapore: Springer; 2017:129–143. doi:10.1007/978-981-10-3045-1.
  • Carless D. Trust and its role in facilitating dialogic feedback. In: Boud D, Molloy E, eds. Feedback in Higher and Professional Education. London: Routledge; 2013:90–103.
  • Fawns T, Ross J. Spotlight on Alternative Assessment Methods: Alternatives to exams. Teaching Matters. 2020. https://www.teaching-matters-blog.ed.ac.uk/spotlight-on-alternative-assessment-methods-alternatives-to-exams/.
  • Darbyshire P, Thompson DR. Can nursing educators learn to trust the world’s most trusted profession? Nurs Inq. 2021;28(2). doi:10.1111/nin.12412.
  • Rapanta C, Botturi L, Goodyear P, et al. Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigit Sci Educ. 2020;2(3):923–945. doi:10.1007/s42438-020-00155-y.
  • Knox J, Williamson B, Bayne S. Machine behaviourism: future visions of ‘learnification’ and ‘datafication’ across humans and digital technologies. Learn Media Technol. 2020;45(1):31–45. doi:10.1080/17439884.2019.1623251.
  • Fawns T, Jones D, Aitken G. Challenging assumptions about “moving online” in response to COVID-19, and some practical advice. MedEdPublish. 2020;9(1):83. doi:10.15694/mep.2020.000083.1.
  • Fawns T, Aitken G, Jones D. Online learning as embodied, socially meaningful experience. Postdigit Sci Educ. 2019;1(2):293–297. doi:10.1007/s42438-019-00048-9.
  • Nigam A, Pasricha R, Singh T, Churi P. A systematic review on AI-based proctoring systems: Past, present and future. Educ Inf Technol (Dordr). 2021;26(5):6421–6445. doi:10.1007/s10639-021-10597-x.
  • Rowntree D. Assessing Students : How Shall We Know Them? London: Kogan Page; 1987.
  • Bearman M. Bringing reality to assessment: lessons from clinical simulation. Med Educ. 2020;54(10):870–872. doi:10.1111/medu.14293.