A systematic review of effective quality feedback measurement tools used in clinical skills assessment

Alsahafi, Akram; Ling, Davina Li Xin; Newell, Micheál; Kropmans, Thomas

doi:10.12688/mep.18940.1

Cited by 5 publications

(3 citation statements)

References 56 publications

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“…Therefore, assessors should be made aware to consider that feedback should be specific, balanced, and constructive. It should describe behaviours and gaps in students’ learning [ 24 ]. Feedback is not a one-way statement but rather a conversation [ 25 ].…”

Section: Discussionmentioning

confidence: 99%

Objective structured clinical examination to teach competency in planetary health care and management – a prospective observational study

Teichgräber,

Ingwersen,

Sturm

et al. 2024

BMC Med Educ

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Background Health professionals are increasingly called upon and willing to engage in planetary health care and management. However, so far, this topic is rarely covered in medical curricula. As the need for professional communication is particularly high in this subject area, this study aimed to evaluate whether the objective structured clinical examination (OSCE) could be used as an accompanying teaching tool. Methods During the winter semester 2022/2023, 20 third- and fifth-year medical students voluntarily participated in a self-directed online course, three workshops, and a formal eight-station OSCE on planetary health care and management. Each examinee was also charged alternatingly as a shadower with the role of providing feedback. Experienced examiners rated students’ performance using a scoring system supported by tablet computers. Examiners and shadowers provided timely feedback on candidates` performance in the OSCE. Immediately after the OSCE, students were asked about their experience using a nine-point Likert-scale survey and a videotaped group interview. Quantitative analysis included the presentation of the proportional distribution of student responses to the survey and of box plots showing percentages of maximum scores for the OSCE performance. The student group interview was analyzed qualitatively. Results Depending on the sub-theme, 60% -100% of students rated the subject of planetary health as likely to be useful in their professional lives. Similar proportions (57%-100%) were in favour of integrating planetary health into required courses. Students perceived learning success from OSCE experience and feedback as higher compared to that from online courses and workshops. Even shadowers learned from observation and feedback discussions. Examiners assessed students’ OSCE performance at a median of 80% (interquartile range: 83%-77%) of the maximum score. Conclusions OSCE can be used as an accompanying teaching tool for advanced students on the topic of planetary health care and management. It supports learning outcomes, particularly in terms of communication skills to sensitise and empower dialogue partners, and to initiate adaptation steps at the level of individual patients and local communities.

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Section: Discussionmentioning

confidence: 99%

Objective structured clinical examination to teach competency in planetary health care and management – a prospective observational study

Teichgräber,

Ingwersen,

Sturm

et al. 2024

BMC Med Educ

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“…The participants in the study highly valued peer assessment as an ability to provide constructive feedback to their colleagues, recognizing its signi cance as a valuable learning tool in their health education, helping them to develop academically and professionally (Alsaha et al, 2022;Winstone et al, 2017). Patient-centred care improves satisfaction, quality of life and health outcomes (Reid et al, 2022;Robinson et al, 2013).…”

Section: Importance Of Peer Assessmentmentioning

confidence: 99%

Experience and perception of peer assessment: findings from a higher education health students’ study

Anna,

Meritxell,

Cristina

et al. 2024

Preprint

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Feedback and peer assessment are some of the most powerful educational tools for improving learning and increasing student performance. However, their impact can be positive or negative depending on their quality and the opportunity provided. This study seeks to analyse the perception of peer assessment among university healthcare students in relation to their learning experience. A cross-sectional design was used with students from physiotherapy, nursing, human nutrition and dietetics and occupational therapy. 630 students answered the questionnaire used. A total of 85% of respondents reported having participated in peer assessment activities and usually their first experience happens at the university level. Students generally hold positive views on peer assessment, agreeing that is useful for improving their learning and that promotes student engagement. They expressed a moderate confidence in their ability to provide high-quality feedback and less confident in its effectiveness for improving their peers’ work. Finally, they exhibited positive views on the importance of providing constructive feedback and effectively handling critical peer feedback and utilizing peer feedback for self-improvement. In conclusion, it is important to understand students' prior experiences with different teaching methodologies. Educators need to acknowledge the diverse learning backgrounds, practices, and values that students bring from previous educational experiences. Recognizing these values and practices is essential for effectively tailoring teaching methods. Additionally, these findings highlight the unique impact of teaching methods in certain disciplines, such as healthcare. Methods like peer assessment can significantly influence students' professional development and future practice within these specialized fields. Keywords: peer assessment, health studies, higher education, professional development

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“…Zenodo: PRISMA checklist and flow diagram for ‘A systematic review of effective quality feedback measurement tools used in clinical skills assessment. https://doi.org/10.5281/zenodo.6003404 61 …”

Section: Data Availabilitymentioning

confidence: 99%

A systematic review of effective quality feedback measurement tools used in clinical skills assessment

Alsahafi¹,

Ling²,

Newell³

et al. 2023

MedEdPublish

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Background: Objective Structured Clinical Examination (OSCE) is a valid tool to assess the clinical skills of medical students. Feedback after OSCE is essential for student improvement and safe clinical practice. Many examiners do not provide helpful or insightful feedback in the text space provided after OSCE stations, which may adversely affect learning outcomes. The aim of this systematic review was to identify the best determinants for quality written feedback in the field of medicine. Methods: PubMed, Medline, Embase, CINHAL, Scopus, and Web of Science were searched for relevant literature up to February 2021. We included studies that described the quality of good/effective feedback in clinical skills assessment in the field of medicine. Four independent reviewers extracted determinants used to assess the quality of written feedback. The percentage agreement and kappa coefficients were calculated for each determinant. The ROBINS-I (Risk Of Bias In Non-randomized Studies of Interventions) tool was used to assess the risk of bias. Results: 14 studies were included in this systematic review. 10 determinants were identified for assessing feedback. The determinants with the highest agreement among reviewers were specific, described gap, balanced, constructive and behavioural; with kappa values of 0.79, 0.45, 0.33, 0.33 and 0.26 respectively. All other determinants had low agreement (kappa values below 0.22) indicating that even though they have been used in the literature, they might not be applicable for good quality feedback. The risk of bias was low or moderate overall. Conclusions: This work suggests that good quality written feedback should be specific, balanced, and constructive in nature, and should describe the gap in student learning as well as observed behavioural actions in the exams. Integrating these determinants in OSCE assessment will help guide and support educators for providing effective feedback for the learner.

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A systematic review of effective quality feedback measurement tools used in clinical skills assessment

Cited by 5 publications

References 56 publications

Objective structured clinical examination to teach competency in planetary health care and management – a prospective observational study

Objective structured clinical examination to teach competency in planetary health care and management – a prospective observational study

Experience and perception of peer assessment: findings from a higher education health students’ study

A systematic review of effective quality feedback measurement tools used in clinical skills assessment

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