Medical students review of formative OSCE scores, checklists, and videos improves with student-faculty debriefing meetings

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Abstract

Background: Performance feedback is considered essential to clinical skills development. Formative objective structured clinical exams (F-OSCEs) often include immediate feedback by standardized patients. Students can also be provided access to performance metrics including scores, checklists, and video recordings after the F-OSCE to supplement this feedback. How often students choose to review this data and how review impacts future performance has not been documented. Objective: We suspect student review of F-OSCE performance data is variable. We hypothesize that students who review this data have better performance on subsequent F-OSCEs compared to those who do not. We also suspect that frequency of data review can be improved with faculty involvement in the form of student-faculty debriefing meetings. Design: Simulation recording software tracks and time stamps student review of performance data. We investigated a cohort of first- and second-year medical students from the 2015-16 academic year. Basic descriptive statistics were used to characterize frequency of data review and a linear mixed-model analysis was used to determine relationships between data review and future F-OSCE performance. Results: Students reviewed scores (64%), checklists (42%), and videos (28%) in decreasing frequency. Frequency of review of all metric and modalities improved when student-faculty debriefing meetings were conducted (p

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Bernard, A. W., Ceccolini, G., Feinn, R., Rockfeld, J., Rosenberg, I., Thomas, L., & Cassese, T. (2017). Medical students review of formative OSCE scores, checklists, and videos improves with student-faculty debriefing meetings. Medical Education Online, 22(1). https://doi.org/10.1080/10872981.2017.1324718

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