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The effectiveness of immediate feedback during the objective structured clinical examination
R V Hodder1, R N Rivington, L E Calcutt
1Department of Medicine, University of Ottawa, Ontario, Canada.
Medical Education
|March 1, 1989
Summary
Immediate feedback during Objective Structured Clinical Examinations (OSCE) significantly improves medical student performance. This learning strategy enhances competency and self-assessment skills for criterion-based tasks.
Area of Science:
- Medical Education
- Clinical Skills Assessment
Background:
- Objective Structured Clinical Examination (OSCE) is a standard assessment tool.
- Evaluating the impact of immediate feedback on OSCE performance is crucial for improving medical training.
Purpose of the Study:
- To assess the effectiveness of immediate feedback on medical student performance during OSCEs.
- To compare the impact of immediate feedback versus extended practice on clinical skills.
Main Methods:
- 400 examinations were conducted across eight stations with 100 medical students.
- Test group: 4-minute examination, 2 minutes of immediate feedback, repeat examination.
- Control group: 4-minute examination, 2 minutes of extended practice, repeat examination.
Main Results:
- Immediate feedback resulted in a significant score increase of 26.3% (P < 0.0001).
- Extended practice showed a smaller score increase of 6.7% (P < 0.001).
- Simple task repetition yielded no significant improvement (2.0%, NS).
Conclusions:
- Short periods of immediate feedback during OSCEs are practical and enhance task competency.
- Immediate feedback improves self-assessment and stimulates further learning in medical students.
- This method offers a valuable learning and teaching experience for both students and examiners.