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Factors shaping e‐feedback utilization following electronic Objective Structured Clinical Examinations

Author

Listed:
  • Samantha E. Ashby
  • Suzanne H. Snodgrass
  • Darren A. Rivett
  • Trevor Russell

Abstract

The development of student‐practitioners' practical clinical skills is essential in health professional education. Objective Structured Clinical Examinations are central to the assessment of students performing clinical procedures on simulated patients (actors). While feedback is considered core to learning providing timely, individualised student OSCE feedback is difficult. This study explored the perceptions of students about the multiple factors which shape the utility of e‐feedback following an electronic Objective Structured Clinical Examinations, which utilized iPad and specialised software. The e‐feedback was trialled in four courses within occupational therapy and physiotherapy pre‐professional programs with a cohort of 204 students. Evaluation of student perceptions about feedback was collected using two surveys and eight focus groups. This data showed three factors shaped perceptions of the utility of e‐ Objective Structured Clinical Examinations feedback: 1) timely accessibility within one day of the assessment, 2) feedback demonstrating examiners' academic literacy and 3) feedback orientated to ways of improving future performance of clinical skills. The study found training in the provision of feedback using IPads and software is needed for examiners to ensure e‐feedback meets students' needs for specific, future‐oriented e‐feedback and institutional requirements for justification of grades.

Suggested Citation

  • Samantha E. Ashby & Suzanne H. Snodgrass & Darren A. Rivett & Trevor Russell, 2016. "Factors shaping e‐feedback utilization following electronic Objective Structured Clinical Examinations," Nursing & Health Sciences, John Wiley & Sons, vol. 18(3), pages 362-369, September.
    • Handle: RePEc:wly:nuhsci:v:18:y:2016:i:3:p:362-369
    DOI: 10.1111/nhs.12279
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    References listed on IDEAS

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    1. Moon‐Sook Yoo & Hyung‐Ran Park, 2015. "Effects of case‐based learning on communication skills, problem‐solving ability, and learning motivation in nursing students," Nursing & Health Sciences, John Wiley & Sons, vol. 17(2), pages 166-172, June.
    2. Ted Brown & Brett Williams & Marty Lynch, 2013. "Relationship between clinical fieldwork educator performance and health professional students' perceptions of their practice education learning environments," Nursing & Health Sciences, John Wiley & Sons, vol. 15(4), pages 510-517, December.
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    Cited by:

    1. Ying Geng & Po-Sen Huang & Yeuh-Min Huang, 2021. "Crowdsourcing in Nursing Education: A Possibility of Creating a Personalized Online Learning Environment for Student Nurses in the Post-COVID Era," Sustainability, MDPI, vol. 13(6), pages 1-18, March.

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