Understanding and developing procedures for video-based assessment in medical education

Figures & data

Figure 1. Examples of typical room and camera orientation for procedural skills and physical examination stations.

Table 1. Frequencies of examiners’ and students’ self-reported demographic characteristics, accent and sensory impairments.

Characteristic	Frequency
Examiners
Ethnicity
Indian	2
British	10
Spanish	1
Accent
Neutral	4
Mild	9
Sensory impairments
Mild hearing loss	1
Mild speech impairment	1
No sensory impairment	12
Students
Ethnicity
British	8
African	1
Russian	1
Pakistani	3
Indian	2
Accent
Neutral	11
Mild	4
Moderate	1
Sensory impairments
Mild hearing loss	2
No sensory impairment	14

Table 2. Details of station content and camera selection in each iteration of the study.

Iteration	OSCE station(s)	Cameras used
1	Asthma history	Tripod camera Ceiling camera
2	Venepuncture	Ceiling camera Head camera
3	ECG skill	Two tripod cameras Head camera Ceiling camera
4	Arterial blood gas sampling	Tripod cameras Head camera Ceiling camera
5	Diabetes history	Head camera Ceiling camera
6	IV Fluids for sepsis	Two tripod camera Ceiling camera
7	History for acute Cholecystitis	Two tripod cameras
8	Insertion of nasogastric tube	Tripod camera Wall-mounted camera
9	History of a migraine Arterial blood gas sampling Respiratory examination	Two wall-mounted cameras
10	History of migraine	Two wall-mounted cameras

Figure 2. Illustration of tensions in using video to enhance assessment.