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Implementation of written structured feedback into a surgical OSCE.

J Sterz1, S Linßen1, M C Stefanescu1

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This summary is machine-generated.

Structured written feedback in Objective Structured Clinical Examinations (OSCEs) is feasible. Both students and examiners strongly support its continued use for enhancing medical education feedback.

Keywords:
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Area of Science:

  • Medical Education
  • Assessment and Evaluation

Background:

  • Effective feedback is crucial for learning in medical education.
  • Students report insufficient feedback during Objective Structured Clinical Examinations (OSCEs).
  • This study addresses the need for improved feedback mechanisms in OSCEs.

Purpose of the Study:

  • To implement a structured, written feedback tool for OSCEs.
  • To analyze student and examiner perceptions of this feedback tool.
  • To assess the feasibility and desirability of ongoing structured feedback in summative examinations.

Main Methods:

  • A prospective, multistage study involving OSCE examiners and third-year medical students.
  • Development of a feedback tool based on examiner interviews.
  • Evaluation and implementation of the tool in OSCEs with subsequent data collection.

Main Results:

  • 351 students and 51 examiners participated.
  • A feedback tool with a three-point scale and comment sections was developed and applied.
  • High agreement rates (87.5% students, 91.6% examiners) for continued use of written feedback.

Conclusions:

  • Structured, written feedback can be successfully implemented in curricular, summative examinations like OSCEs.
  • Both students and examiners desire consistent application of this feedback method.
  • The study supports the integration of structured feedback to enhance medical training.