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Memory, credibility and insight: How video-based feedback promotes deeper reflection and learning in objective
Alexandra Makrides1, Peter Yeates1,2
1School of Medicine, Keele University, Keele, Staffordshire, United Kingdom.
Medical Teacher
|January 10, 2022
Summary
Video-based feedback (VbF) enhances medical students' recall and receptivity to examiner comments during Objective Structured Clinical Exams (OSCEs). This method fosters deeper reflection and generates new patient-centered learning objectives, improving overall learning outcomes.
Area of Science:
- Medical Education
- Clinical Skills Assessment
Background:
- Providing effective feedback in Objective Structured Clinical Exams (OSCEs) is crucial but challenging.
- Video-based feedback (VbF) shows potential to enhance traditional feedback methods, but student experiences are underexplored.
Purpose of the Study:
- To explore how medical students interact with and experience video-based feedback (VbF) in the context of OSCEs.
- To identify the underlying mechanisms through which VbF may benefit student learning.
Main Methods:
- Social constructivist grounded theory was employed to analyze semi-structured interviews with students.
- Students reviewed their OSCE performance feedback and video recordings, engaging in reflection before and after viewing.
Main Results:
- Video review significantly improved students' memory of their performance, increasing their openness to and belief in examiner feedback.
- Students gained new insights beyond examiner comments, leading to deeper self-reflection and triangulation with practice experiences.
- This process resulted in the creation of additional, often patient-focused, learning objectives.
Conclusions:
- Video-based feedback (VbF) offers a powerful mechanism for enhancing student learning in both formative and summative OSCE assessments.
- The multifaceted benefits of VbF suggest its utility in enriching clinical skills education.
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