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

Ashby, Samantha E., Snodgrass, Suzanne H., Rivett, Darren A. and Russell, Trevor (2016) Factors shaping e-feedback utilization following electronic Objective Structured Clinical Examinations. Nursing and Health Sciences, 18 3: 362-369. doi:10.1111/nhs.12279


Author Ashby, Samantha E.
Snodgrass, Suzanne H.
Rivett, Darren A.
Russell, Trevor
Title Factors shaping e-feedback utilization following electronic Objective Structured Clinical Examinations
Journal name Nursing and Health Sciences   Check publisher's open access policy
ISSN 1442-2018
1441-0745
Publication date 2016
Year available 2016
Sub-type Article (original research)
DOI 10.1111/nhs.12279
Open Access Status Not Open Access
Volume 18
Issue 3
Start page 362
End page 369
Total pages 8
Place of publication Richmond, VIC Australia
Publisher Wiley-Blackwell Publishing Asia
Collection year 2017
Language eng
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.
Keyword Clinical skills
Computerized assessment
eOSCE
Feedback
iPAD
Objective Structured Observed Examinations (OSCEs)
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: HERDC Pre-Audit
School of Health and Rehabilitation Sciences Publications
 
Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in Thomson Reuters Web of Science Article
Scopus Citation Count Cited 0 times in Scopus Article
Google Scholar Search Google Scholar
Created: Tue, 03 May 2016, 02:18:05 EST by System User on behalf of School of Health & Rehabilitation Sciences