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
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
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
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