BACKGROUND: Students often receive little feedback after summative objective structured clinical examinations (OSCEs) to enable them to improve their performance. Electronic audio feedback has shown promise in other educational areas. AIM: We investigated the feasibility of electronic audio feedback in OSCEs. METHODS: An electronic OSCE system was designed, comprising (1) an application for iPads allowing examiners to mark in the key consultation skill domains, provide "tick-box" feedback identifying strengths and difficulties, and record voice feedback; (2) a feedback website giving students the opportunity to view/listen in multiple ways to the feedback. Acceptability of the audio feedback was investigated, using focus groups with students and questionnaires with both examiners and students. RESULTS: 87 (95%) students accessed the examiners' audio comments; 83 (90%) found the comments useful and 63 (68%) reported changing the way they perform a skill as a result of the audio feedback. They valued its highly personalised, relevant nature and found it much more useful than written feedback. Eighty-nine per cent of examiners gave audio feedback to all students on their stations. Although many found the method easy, lack of time was a factor. CONCLUSIONS: Electronic audio feedback provides timely, personalised feedback to students after a summative OSCE provided enough time is allocated to the process.
BACKGROUND: Students often receive little feedback after summative objective structured clinical examinations (OSCEs) to enable them to improve their performance. Electronic audio feedback has shown promise in other educational areas. AIM: We investigated the feasibility of electronic audio feedback in OSCEs. METHODS: An electronic OSCE system was designed, comprising (1) an application for iPads allowing examiners to mark in the key consultation skill domains, provide "tick-box" feedback identifying strengths and difficulties, and record voice feedback; (2) a feedback website giving students the opportunity to view/listen in multiple ways to the feedback. Acceptability of the audio feedback was investigated, using focus groups with students and questionnaires with both examiners and students. RESULTS: 87 (95%) students accessed the examiners' audio comments; 83 (90%) found the comments useful and 63 (68%) reported changing the way they perform a skill as a result of the audio feedback. They valued its highly personalised, relevant nature and found it much more useful than written feedback. Eighty-nine per cent of examiners gave audio feedback to all students on their stations. Although many found the method easy, lack of time was a factor. CONCLUSIONS: Electronic audio feedback provides timely, personalised feedback to students after a summative OSCE provided enough time is allocated to the process.
Authors: Christopher J Harrison; Karen D Könings; Lambert W T Schuwirth; Valerie Wass; Cees P M van der Vleuten Journal: BMC Med Educ Date: 2017-04-28 Impact factor: 2.463
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Authors: Christopher J Harrison; Karen D Könings; Elaine F Dannefer; Lambert W T Schuwirth; Valerie Wass; Cees P M van der Vleuten Journal: Perspect Med Educ Date: 2016-10