Table 1 Traditional and reframed formats of the Bi-MOrth examination. Prior to the pandemic, the MOrth examination took place over a number of days in a single examination centre, with candidates sitting the written paper and examiners meeting them face to face during the presented and unseen cases and OSCE sections. Candidates would travel from across the UK and internationally to attend the examination
RCSEng and RCPSG intercollegiate membership examination in orthodontics (Bi-MOrth) | |||
|---|---|---|---|
Traditional Bi-MOrth format (face-to-face assessment) | Reframed Bi-MOrth format (remote assessment) | Design and adjustment | Domains assessed |
Combined MCQ and SAQ written paper | SAQ written paper only | Existing SAQ and knowledge-based OSCE questions from the question bank were modified or used as a template for question design | Knowledge Application of knowledge |
OSCE circuit Knowledge stations Communication (four stations with independent actors) Practical stations | Knowledge stations (re-purposed into SAQ written paper) Communication station (replaced by two communication scenarios) Practical stations not included | Examiners acted the roles of actors in each communication scenario All other components of communication stations were maintained as per face-to-face assessment | Assimilation of information Application of knowledge Communication |
Presented cases | Maintained | Candidates submitted their cases electronically in advance Cases were accepted if they were nearing completion +/- incomplete records If uncompleted cases were presented, then viva to include questions and discussion concerning potential finishing procedures, approaches to analysis of outcomes using cephalometric superimposition and other techniques, and discussion of approaches to retention | Treatment planning Practical assimilation of information Application of knowledge Communication |
Structured clinical reasoning/unseen cases Candidates provided with clinical photographs, representation of study models, radiographs and cephalometric tracings | Maintained | Physical models were not available for review and direct measurements on related models could not be undertaken Case templates included photographs of models and documentation of key inter-arch measurements All other components of structured clinical reasoning/unseen cases were maintained as per face-to-face assessment | Assimilation of information Application of knowledge Communication Treatment planning |
Key: MCQ = multiple-choice questions; SAQ = short-answer questions; | |||
