Dataset Information

Impact of video feedback system on medical students' perception of their clinical performance assessment.

ABSTRACT:

Background

Providing feedback on student performance in the clinical performance assessment (CPA) is meaningful in that it helps students understand their strengths and weaknesses. This study compared students' perception of their CPA scores before and after providing personalized video feedback.

Methods

Two identical online surveys of Year 1 medical students (N?=?103) that had undergone CPA were conducted to evaluate students' perceptions about their CPA scores before and after video feedback. Students were given their test scores with assessment analysis reports immediately after completing the CPA. Top-scored students from each station agreed to provide their video-recorded performance to the rest of the students.

Results

After comparing their performance video and top-scored video at each station, medical students were more aware of their CPA total score, clinical performance examination (CPX) total score, score of each CPX station, section score for the CPX station, history taking section score, physical examination section score, and doctor-patient relationship section score. Moreover, students became more convinced of their own weaknesses from their history taking and patient education section after viewing video feedback than before.

Conclusion

The use of the video feedback system might help students recognize their CPA results and identify their strengths and weaknesses.

SUBMITTER: Kam BS

PROVIDER: S-EPMC6615181 | biostudies-literature | 2019 Jul

REPOSITORIES: biostudies-literature

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Publications

Impact of video feedback system on medical students' perception of their clinical performance assessment.

Kam Bee Sung BS Yune So Jung SJ Lee Sang Yeoup SY Im Sun Ju SJ Baek Sun Yong SY

BMC medical education 20190708 1

<h4>Background</h4>Providing feedback on student performance in the clinical performance assessment (CPA) is meaningful in that it helps students understand their strengths and weaknesses. This study compared students' perception of their CPA scores before and after providing personalized video feedback.<h4>Methods</h4>Two identical online surveys of Year 1 medical students (N = 103) that had undergone CPA were conducted to evaluate students' perceptions about their CPA scores before and after v ...[more]

PMID: 31286961

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Project description:In self-directed learning environments, students must monitor and assess their learning progress themselves. Formative assessments play a central role as instructional tools to train students in these self-assessment skills. Key to the effectiveness of a formative assessment as a training instrument is the degree of student involvement in the design and implementation of the formative assessment used to train them. Five characteristics are essential to secure a sufficient level of student involvement: (1) congruence (i.e., the tasks of a formative assessment must reflect the instructional content), (2) authenticity (i.e., the tasks of a formative assessment should be related to students' background and study context), (3) consultation (i.e., students should have a say in how their answers are evaluated based on which criteria), (4) transparency (i.e., no "mystery items"-the wording of the items must clearly addresses the targeted content), and (5) accommodation (i.e., all students should have the same chance to complete the items of a formative assessment). These five characteristics of student involvement were used to evaluate the quality of formative assessments that are employed to train undergraduates in a medical school in self-assessment skills. Different from extant approaches that typically rely on instructors' judgments to infer the degree of student involvement, this study uses a paradigm in higher educational research asking students directly about their perceptions of an instructional tool. Thus, here, students had to rate their level of involvement in the design and implementation of the formative assessments used to train them. A total of 140 medical students participated in the study. Multivariate statistical methods were used to analyze the data. The majority of medical students appreciate the use of formative assessments to teach them self-directed learning skills; but the results also show that there is still room for increasing student involvement-especially, for minority students.

Project description:BackgroundSelf-explanation without feedback has been shown to improve medical students' diagnostic reasoning. While feedback is generally seen as beneficial for learning, available evidence of the value of its combination with self-explanation is conflicting. This study investigated the effect on medical students' diagnostic performance of adding immediate or delayed content-feedback to self-explanation while solving cases.MethodsNinety-four 3rd-year students from a Canadian medical school were randomly assigned to three experimental conditions (immediate-feedback, delayed-feedback, control). In the learning phase, all students solved four clinical cases by giving i) the most likely diagnosis, ii) two main arguments supporting this diagnosis, and iii) two plausible alternative diagnoses, while using self-explanation. The immediate-feedback group was given the correct diagnosis after each case; delayed-feedback group received the correct diagnoses only after the four cases; control group received no feedback. One week later, all students solved four near-transfer (i.e., same final diagnosis as the learning cases but different scenarios) and four far-transfer cases (i.e., different final diagnosis from the learning cases and different scenarios) by answering the same three questions. Students' diagnostic accuracy (score for the response to the first question only) and diagnostic performance (combined score of responses to the three questions) scores were assessed in each phase. Four one-way ANOVAs were performed on each of the two scores for near and far-transfer cases.ResultsThere was a significant effect of experimental condition on diagnostic accuracy on near-transfer cases (p < .05). The immediate-feedback and delayed-feedback groups performed equally well, both better than control (respectively, mean = 90.73, standard deviation =10.69; mean = 89.92, standard deviation = 13.85; mean = 82.03, standard deviation = 17.66). The experimental conditions did not significantly differ on far-transfer cases.ConclusionsProviding feedback to students in the form of the correct diagnosis after using self-explanation with clinical cases is potentially beneficial to improve their diagnostic accuracy but this effect is limited to similar cases. Further studies should explore how more elaborated feedback combined with self-explanation may impact students' diagnostic performance on different cases.

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Dataset Information

Impact of video feedback system on medical students' perception of their clinical performance assessment.

Background

Methods

Results

Conclusion

Publications

Impact of video feedback system on medical students' perception of their clinical performance assessment.

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