Medical students review of formative OSCE scores, checklists, and videos improves with student-faculty debriefing meetings
Background: Performance feedback is considered essential to clinical skills development. Formative objective structured clinical exams (F-OSCEs) often include immediate feedback by standardized patients. Students can also be provided access to performance metrics including scores, checklists, and vi...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2017-01-01
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| Series: | Medical Education Online |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/10872981.2017.1324718 |
| _version_ | 1830339107504521216 |
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| author | Aaron W. Bernard Gabbriel Ceccolini Richard Feinn Jennifer Rockfeld Ilene Rosenberg Listy Thomas Todd Cassese |
| author_facet | Aaron W. Bernard Gabbriel Ceccolini Richard Feinn Jennifer Rockfeld Ilene Rosenberg Listy Thomas Todd Cassese |
| author_sort | Aaron W. Bernard |
| collection | DOAJ |
| description | Background: Performance feedback is considered essential to clinical skills development. Formative objective structured clinical exams (F-OSCEs) often include immediate feedback by standardized patients. Students can also be provided access to performance metrics including scores, checklists, and video recordings after the F-OSCE to supplement this feedback. How often students choose to review this data and how review impacts future performance has not been documented. Objective: We suspect student review of F-OSCE performance data is variable. We hypothesize that students who review this data have better performance on subsequent F-OSCEs compared to those who do not. We also suspect that frequency of data review can be improved with faculty involvement in the form of student-faculty debriefing meetings. Design: Simulation recording software tracks and time stamps student review of performance data. We investigated a cohort of first- and second-year medical students from the 2015-16 academic year. Basic descriptive statistics were used to characterize frequency of data review and a linear mixed-model analysis was used to determine relationships between data review and future F-OSCE performance. Results: Students reviewed scores (64%), checklists (42%), and videos (28%) in decreasing frequency. Frequency of review of all metric and modalities improved when student-faculty debriefing meetings were conducted (p<.001). Among 92 first-year students, checklist review was associated with an improved performance on subsequent F-OSCEs (p = 0.038) by 1.07 percentage points on a scale of 0-100. Among 86 second year students, no review modality was associated with improved performance on subsequent F-OSCEs. Conclusion: Medical students review F-OSCE checklists and video recordings less than 50% of the time when not prompted. Student-faculty debriefing meetings increased student data reviews. First-year student’s review of checklists on F-OSCEs was associated with increases in performance on subsequent F-OSCEs, however this outcome was not observed among second-year students. |
| first_indexed | 2024-12-19T20:52:13Z |
| format | Article |
| id | doaj.art-6927c4decc9e4da496b033376405b35d |
| institution | Directory Open Access Journal |
| issn | 1087-2981 |
| language | English |
| last_indexed | 2024-12-19T20:52:13Z |
| publishDate | 2017-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Medical Education Online |
| spelling | doaj.art-6927c4decc9e4da496b033376405b35d2022-12-21T20:06:05ZengTaylor & Francis GroupMedical Education Online1087-29812017-01-0122110.1080/10872981.2017.13247181324718Medical students review of formative OSCE scores, checklists, and videos improves with student-faculty debriefing meetingsAaron W. Bernard0Gabbriel Ceccolini1Richard Feinn2Jennifer Rockfeld3Ilene Rosenberg4Listy Thomas5Todd Cassese6Frank H. Netter MD School of Medicine at QuinnipiacFrank H. Netter MD School of Medicine at QuinnipiacFrank H. Netter MD School of Medicine at QuinnipiacFrank H. Netter MD School of Medicine at QuinnipiacFrank H. Netter MD School of Medicine at QuinnipiacFrank H. Netter MD School of Medicine at QuinnipiacFrank H. Netter MD School of Medicine at QuinnipiacBackground: Performance feedback is considered essential to clinical skills development. Formative objective structured clinical exams (F-OSCEs) often include immediate feedback by standardized patients. Students can also be provided access to performance metrics including scores, checklists, and video recordings after the F-OSCE to supplement this feedback. How often students choose to review this data and how review impacts future performance has not been documented. Objective: We suspect student review of F-OSCE performance data is variable. We hypothesize that students who review this data have better performance on subsequent F-OSCEs compared to those who do not. We also suspect that frequency of data review can be improved with faculty involvement in the form of student-faculty debriefing meetings. Design: Simulation recording software tracks and time stamps student review of performance data. We investigated a cohort of first- and second-year medical students from the 2015-16 academic year. Basic descriptive statistics were used to characterize frequency of data review and a linear mixed-model analysis was used to determine relationships between data review and future F-OSCE performance. Results: Students reviewed scores (64%), checklists (42%), and videos (28%) in decreasing frequency. Frequency of review of all metric and modalities improved when student-faculty debriefing meetings were conducted (p<.001). Among 92 first-year students, checklist review was associated with an improved performance on subsequent F-OSCEs (p = 0.038) by 1.07 percentage points on a scale of 0-100. Among 86 second year students, no review modality was associated with improved performance on subsequent F-OSCEs. Conclusion: Medical students review F-OSCE checklists and video recordings less than 50% of the time when not prompted. Student-faculty debriefing meetings increased student data reviews. First-year student’s review of checklists on F-OSCEs was associated with increases in performance on subsequent F-OSCEs, however this outcome was not observed among second-year students.http://dx.doi.org/10.1080/10872981.2017.1324718OSCEfeedbackclinical skillsself-assessmentvideo review SP: Standardized patient |
| spellingShingle | Aaron W. Bernard Gabbriel Ceccolini Richard Feinn Jennifer Rockfeld Ilene Rosenberg Listy Thomas Todd Cassese Medical students review of formative OSCE scores, checklists, and videos improves with student-faculty debriefing meetings Medical Education Online OSCE feedback clinical skills self-assessment video review SP: Standardized patient |
| title | Medical students review of formative OSCE scores, checklists, and videos improves with student-faculty debriefing meetings |
| title_full | Medical students review of formative OSCE scores, checklists, and videos improves with student-faculty debriefing meetings |
| title_fullStr | Medical students review of formative OSCE scores, checklists, and videos improves with student-faculty debriefing meetings |
| title_full_unstemmed | Medical students review of formative OSCE scores, checklists, and videos improves with student-faculty debriefing meetings |
| title_short | Medical students review of formative OSCE scores, checklists, and videos improves with student-faculty debriefing meetings |
| title_sort | medical students review of formative osce scores checklists and videos improves with student faculty debriefing meetings |
| topic | OSCE feedback clinical skills self-assessment video review SP: Standardized patient |
| url | http://dx.doi.org/10.1080/10872981.2017.1324718 |
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