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Related Experiment Video

Updated: Nov 7, 2025

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Video-assisted reflection: improving OSCE feedback.

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Video-assisted reflection in Objective Structured Clinical Examinations (OSCEs) significantly improves students' self-assessment skills and confidence. This method enhances their ability to act on feedback, promoting sustainable learning practices.

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Area of Science:

  • Medical Education
  • Clinical Skills Assessment
  • Reflective Practice

Background:

  • Objective Structured Clinical Examinations (OSCEs) are standard for formative feedback in medical education.
  • Students often struggle to independently implement feedback received from OSCEs.
  • This study investigates video-assisted reflection to improve student engagement with feedback.

Purpose of the Study:

  • To explore how video-assisted reflection impacts students' ability to reflect on OSCE performance.
  • To determine if video-assisted reflection enhances students' capacity for sustainable feedback engagement.
  • To assess the effect of video-assisted reflection on student self-efficacy.

Main Methods:

  • Filming of one station for 21 students during a mock-final OSCE.
  • Students completed reflective forms pre- and post-verbal feedback, and post-video review.
  • Analysis included Pearson correlations, Wilcoxon signed-rank tests, and semi-structured interviews.

Main Results:

  • Significant improvement in students' self-assessment accuracy post-video reflection (p < 0.01).
  • Video-assisted reflection led to significantly longer reflection entries.
  • Interviews revealed enhanced student confidence and ability to act on feedback, indicating improved self-efficacy.

Conclusions:

  • Video-assisted reflection of OSCEs effectively boosts student self-efficacy.
  • This approach promotes better engagement with sustainable feedback practices.
  • Integrating video reflection enhances the educational value of OSCEs.