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Understanding and developing procedures for video-based assessment in medical education
Peter Yeates1,2, Alice Moult1, Janet Lefroy1
1School of Medicine, Keele University, Keele, UK.
Medical Teacher
|August 5, 2020
Summary
Video assessment in health education can improve validity and learning. Optimal use requires balancing information needs, minimizing intrusion, and justifying the educational purpose for effective implementation.
Area of Science:
- Health Professions Education
- Medical Education Technology
Background:
- Video assessment in health professions education is emerging.
- Potential validity challenges exist due to variations between video and live scoring.
Purpose of the Study:
- To understand examiner and student interaction with video assessment.
- To develop procedures for the optimal use of video in assessment.
Main Methods:
- Design-based research was used to develop theory and procedures for video assessment.
- Examiner and student perceptions were explored through think-aloud, interviews, and focus groups.
- Constructivist grounded-theory methods were employed for data analysis.
Main Results:
- Video assessment led to examiner detachment and reduced control.
- Examiner judgment validity was influenced by station content and filming parameters.
- Students found cameras acceptable when justified, with minimal intrusion.
Conclusions:
- Effective video assessment balances information adequacy, intrusion, and educational justification.
- Video has the potential to enhance assessment validity and student learning when appropriately implemented.
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