Memory, credibility and insight: How video-based feedback promotes deeper reflection and learning in objective structured clinical exams

Abstract

Introduction

Providing high-quality feedback from Objective Structured Clinical Exams (OSCEs) is important but challenging. Whilst prior research suggests that video-based feedback (VbF), where students review their own performances alongside usual examiner feedback, may usefully enhance verbal or written feedback, little is known about how students experience or interact with VbF or what mechanisms may underly any such benefits.

Methods

We used social constructive grounded theory to explore students’ interaction with VbF. Within semi-structured interviews, students reviewed their verbal feedback from examiners before watching a video of the same performance, reflecting with the interviewer before and after the video. Transcribed interviews were analysed using grounded theory analysis methods.

Result

Videos greatly enhanced students’ memories of their performance, which increased their receptivity to and the credibility of examiners’ feedback. Reflecting on video performances produced novel insights for students beyond the points described by examiners. Students triangulated these novel insights with their own self-assessment and experiences from practice to reflect deeply on their performance which led to the generation of additional, often patient-orientated, learning objectives.

Conclusions

The array of beneficial mechanisms evoked by VbF suggests it may be a powerful means to richly support students’ learning in both formative and summative contexts.

Keywords:

• Assessment
• OSCEs
• feedback
• video-based feedback
• reflection

Acknowledgements

We would like to thank the assessments team and information technology team at the School of Medicine, Keele University, for their invaluable support in filming videos and recruiting participants within the context of OSCE exams, as well as the students, examiners and simulated patients who took part in the OSCE.

Disclosure statement

Both authors declare that they have no conflicts of interest.

Glossary

Video-based Feedback (VbF): Students watch a video of their own performance in order to gain insight into their performance.

Author contributions

AM: developed the protocol and ethics application, performed all interviews and lead the analysis of data and drafting of the manuscript. PY: conceived the study, substantially contributed to protocol and ethics development, data analysis and drafting of the manuscript.

Additional information

Funding

Peter Yeates is funded by a Clinician Scientist Award from the National Institute for Health Research (NIHR). This paper presents independent research funded by the National Institute for Health Research (NIHR). The views expressed are those of the author(s) and not necessarily those of the NHS, the NIHR or the Department of Health and Social Care.

Notes on contributors

Alexandra Makrides

Alexandra Makrides, MA, was a final year medical student at Keele University who completed an intercalated Master’s degree in Medical Education.

Peter Yeates

Peter Yeates, MRCP, PhD, is a senior lecturer in medical education research and a consultant in acute and respiratory medicine. His interests focus on assessor cognition in medical education and technology-enhanced assessment.