Mixed-methods analysis of videoed expert-student dialogue supporting clinical competence assessments

This mixed methods study evaluates the use and perceptions of a novel video genre of authentic, in-the-moment expert-student dialogue to support student preparation for a summative clinical competence assessment.

Expert-student dialogue videos were available on the university learning management system (Moodle) for self-directed access for a fixed prosthodontics course. These comprised 3 categories of video relating to dialogic episodes of previous student's performance relating to a clinical competence assessment. These were as follows: case suitability, case discussion and self-evaluation. Fourteen students who were taking the competence test and had watched the supporting videos were invited for focus group interviews. Twelve students participated in three focus groups within 24 hours of the assessment and the audio recordings were analysed. A thematic analysis was performed using an inductive approach. Video access data were also retrieved and analysed based on when the videos were watched.

Three key themes were identified: assessment preparation, enhanced learning and affordance phenomena. By accessing the videos, students gained insights into the case suitability, assessment process and criteria, and the examiners' expectations. They reported reduced uncertainty and stress, improved confidence and better preparedness for the assessment. Students also reported this video genre stimulated higher-order thinking and provided a broader clinical experience. A diverse array of viewing patterns was observed immediately before the assessment and across the year. For the focus group of students, they watched 65% of all their videos for the prosthodontics course one week before their competency testing periods.

The expert-student dialogue videos that captured peers clinical competence tests improved students' assessment literacy, increased their assessment preparedness, reduced stress and enriched their learning.