Feedback in formative OSCEs: comparison between direct observation and video-based formats.

Area of Science:

• Medical Education
• Clinical Skills Training
• Healthcare Simulation

Background:

• Medical students practice clinical skills with simulated patients during formative sessions.
• Two feedback formats are used: direct observation with verbal feedback and video-based review.
• The study aimed to compare the content and process of feedback between these two formats.

Purpose of the Study:

• To evaluate differences in feedback content and process between direct and video-based formats.
• To determine which feedback method is more effective for medical student learning.
• To analyze the impact of feedback format on student engagement and skill development.

Main Methods:

• Analyzed 48 audiotaped feedback sessions from 12 supervisors (2 direct, 2 video-based per supervisor).
• Utilized a 21-item feedback scale to assess content and process.
• Compared feedback characteristics, adjusting for session length.

Main Results:

• Video-based feedback significantly addressed more communication skills and clinical reasoning items.
• Supervisors actively engaged students more in video-based sessions (self-assessment, problem-solving).
• Students perceived video feedback as more useful for improving clinical skills.

Conclusions:

• Video-based feedback enhances the discussion of clinical reasoning, communication, and professionalism.
• This format actively engages students, contributing to improved learning outcomes.
• The choice of feedback format should align with specific educational objectives.