Premium
Video‐assisted reflection: improving OSCE feedback
Author(s) -
Mitchell Oliver,
Cotton Natalia,
LeedhamGreen Kathleen,
Elias Salem,
Bartholomew Brent
Publication year - 2021
Publication title -
the clinical teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.354
H-Index - 26
eISSN - 1743-498X
pISSN - 1743-4971
DOI - 10.1111/tct.13354
Subject(s) - formative assessment , reflection (computer programming) , objective structured clinical examination , psychology , video feedback , medical education , wilcoxon signed rank test , self reflection , computer science , curriculum , medicine , mathematics education , pedagogy , physics , psychoanalysis , optics , programming language
Background Objective Structured Clinical Examinations (OSCEs) are commonly used to provide feedback to students on their performance in formative examinations. However, students are often unable to act independently on the feedback they receive. This study explored how the use of video‐assisted reflection in OSCEs can enhance students’ ability to reflect and engage in sustainable feedback. Methods Twenty‐one students undertaking a mock‐final OSCE consented to have one of their examination stations filmed. Participants completed a series of reflective forms immediately after the OSCE, after verbal feedback from an examiner and finally, after watching the video of their own performance. Students were asked to predict their overall grade as well as list areas for improvement. Pearson r correlations examined the relationship between the examiners’ grades and the candidates’ self‐predicted grades. Wilcoxon signed‐rank tests were used to compare the length of reflections at each stage. Semi‐structured interviews were conducted to explore students’ beliefs on self‐efficacy and how the video‐assisted reflection altered their ability to act on feedback. Results The students’ ability to self‐assess and gauge their own performance improved significantly after undertaking the video‐assisted reflection ( p < 0.01). Furthermore, video‐assisted reflection significantly increased the length of the student's reflections. In interviews, participants described multiple ways in which the video‐assisted reflection improved their confidence and ability to act on feedback, highlighting a clear enhancement in self‐efficacy. Discussion Video‐assisted reflection of recorded OSCE stations represents an effective approach to increase student self‐efficacy and subsequently improve engagement in sustainable feedback practice.