Faculty’s Perceptions Toward Strengths and Challenges of Long-Case Exam: Experiences From Low-Income Countries

Background The long case exam is considered the oldest method for assessing clinical competence. However, its conduct has raised some concerns. This study aimed to determine faculty perceptions of the strengths and challenges of long-case exams. MethodsThis cross-section study was conducted among Sudanese faculty members from 15-25 June 2024. An online questionnaire was designed to survey faculty perceptions of the strengths and challenges of long-case clinical exams. Participants' views on long-case exams were collected using Likert scale statements. Open-ended questions were added to assess the strengths and challenges of long-case exams. Data was tabulated in an Excel sheet to determine frequencies, and mean Likert scores were calculated. Any value below 0.05 was considered statistically significant. Results Participants' experience in teaching and assessing students ranged from 2-40 years, with a median of 14 years. Participants used the long-case exam alone among 10%, while the Objective Structured Clinical Exam (OSCE) alone was used among 41%. However, long-case exams in combination with OSCE are used by 48%. Most participants agreed that the long case is authentic and real-life. Concerns about exam bias, subjectivity, and the struggles of arranging the exam are considered challenging tasks. However, many faculty examiners and clinical cases (patients) are required for long-case exams. ConclusionParticipants agreed that long-case exams have the property to assess the students in history, examination, and management planning for one patient. However, there are challenges to organized and biased concerns. It is upgraded by utilizing OSLER or might be used in combination with OSCE.