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Factors shaping e-feedback utilization following electronic Objective Structured Clinical Examinations.

Samantha E Ashby1, Suzanne H Snodgrass1,2, Darren A Rivett1,2

  • 1School of Health Sciences, University of Newcastle, Callaghan, NSW, Australia.

Nursing & Health Sciences
|March 31, 2016
PubMed
Summary

Students found electronic Objective Structured Clinical Examinations (OSCE) feedback most useful when it was timely, demonstrated examiner expertise, and focused on skill improvement. Examiner training is crucial for effective e-feedback delivery.

Keywords:
Objective Structured Observed Examinations (OSCEs)clinical skillscomputerized assessmenteOSCEfeedbackiPAD

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Area of Science:

  • Health Professions Education
  • Medical Simulation
  • Clinical Skills Assessment

Background:

  • Practical clinical skills are vital for health professional development.
  • Objective Structured Clinical Examinations (OSCE) are key assessments using simulated patients.
  • Providing timely, individualized OSCE feedback to students presents significant challenges.

Purpose of the Study:

  • To explore student perceptions of factors influencing the utility of electronic OSCE feedback.
  • To identify key elements that enhance the effectiveness of digital feedback in clinical education.

Main Methods:

  • Utilized iPads and specialized software for electronic OSCE feedback delivery.
  • Collected data from 204 students across four occupational therapy and physiotherapy courses.
  • Employed surveys and focus groups to gather student perceptions on e-feedback.

Main Results:

  • Timely accessibility of feedback (within 24 hours) was a primary factor.
  • Feedback quality, indicated by examiners' academic literacy, significantly impacted utility.
  • Feedback oriented towards future skill improvement was highly valued by students.

Conclusions:

  • Student perceptions of e-feedback utility are shaped by timeliness, examiner expertise, and future-oriented guidance.
  • Examiner training on utilizing iPads and software is essential for delivering effective e-feedback.
  • Effective e-feedback requires alignment with student learning needs and institutional grading requirements.