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Updated: Feb 8, 2026

A Vibrotactile Feedback Device for Seated Balance Assessment and Training
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Paper versus electronic feedback in high stakes assessment.

A J Munro1, K Cumming2, J Cleland3

  • 1Banchory Group Practice, Banchory, Aberdeenshire.

The Journal of the Royal College of Physicians of Edinburgh
|July 12, 2018
PubMed
Summary

Tablet computers, like iPads, significantly increase the quantity of feedback in medical assessments compared to paper. This enhanced feedback quantity, particularly for lower-performing students, did not compromise feedback quality.

Keywords:
assessmentfeedbackobjective structured clinical examinationtablet computers

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Area of Science:

  • Medical Education Technology
  • Clinical Assessment Tools
  • Feedback in Higher Education

Background:

  • Tablet computers are increasingly utilized in medical education for assessments.
  • The impact of digital tools on feedback quality and quantity in high-stakes medical examinations remains under-researched.
  • Understanding the relationship between electronic feedback and student performance is crucial.

Purpose of the Study:

  • To determine if feedback quantity and quality differ when using tablet computers versus traditional paper-based methods in medical assessments.
  • To investigate the relationship between student performance and the characteristics of feedback provided.

Main Methods:

  • A comparative study analyzing feedback from Objective Structured Clinical Examinations (OSCEs) over two years.
  • Quantitative and qualitative feedback data were collected from paper-scoring sheets and iPads.
  • Statistical analyses (chi-squared, independent t-test) compared comment counts, word counts, and feedback quality ratings.

Main Results:

  • iPad use resulted in a significantly higher number of examiner comments compared to paper (42% vs. 20%; p < 0.001).
  • The quality of feedback, assessed by a validated scale, did not significantly differ between iPads and paper.
  • Students with lower global scores received more comments regardless of the feedback method.

Conclusions:

  • Tablet computers, specifically iPads, enhance the quantity of feedback provided in high-stakes medical assessments compared to paper.
  • The use of iPads improves both the quantity and quality of feedback for underperforming students.
  • Digital tools can effectively augment feedback mechanisms in medical education.