Students' behavioural engagement in reviewing their tele-consultation feedback within an online clinical communication skills platform

Abstract

The benefit of reviewing personal feedback to students' learning of clinical communication skills is well researched. Less is known about the factors that related to students' engagement in reviewing non-compulsory online feedback, and ways to motivate their behavioural engagement. In this paper, we reported two studies in which medical students completed assessed clinical video conferencing consultations with human simulated patients via an online training platform that also provided automated and human feedback for students. In Study 1, three days after the consultation, an email with different instructional styles (autonomysupportive, controlling or control) was sent to different groups reminding students to review their feedback. In Study 2, up to three repetitions of the same, either autonomy-supportive or controlling, emails were sent to students. Results of Study 1 revealed that students who reviewed feedback before receiving emails achieved higher assessment results and reported higher degree of autonomy to participate in the training program than the remaining students.However, the different instructional styles of the single email in this study did not significantly influence the students' engagement differently. Study 2 results revealed that students who received controlling emails displayed higher engagement than students who received autonomy-supportive emails. Findings suggested that multiple factors might influence students' engagement in reviewing their online feedback, and this study provided evidences of the effects of using emails to motivate students to review the feedback.

Applying the assessment design decisions framework internationally.

“…Given the reality that some universities have final-year undergraduate classes of over 600 psychology major students, however, the challenge is to find scalable solutions to conducting more authentic assessments. Recent work in medical education, whereby artificial intelligence enables objective video-based measures of medical students' communication capacity with simulated patients (Liu et al, 2019), allows us to believe that technological solutions may help to provide some solutions in the medium to long term. In the meantime, although it is a challenge, educators should continue to develop reasonable assessments that approach the desired outcomes.…”

“…The use of these rubrics could be integrated into units where team or group work is integral to the related learning, teaching, and assessment strategies. It also may be possible that the actual assessment could be undertaken by peers, with the occasional or capstone authentication of such skills by teachers, perhaps facilitated by technology (e.g., teamwork performance being assessed through computerized recognition of evidence-based constructive communication behavior; see Liu et al, 2019).…”

Designing for Helpers: Identifying new design opportunities for digital volunteerism

“…One limitation of our study is that it did not directly involve the medical students in the workshops. Their perspectives were previously captured in related work on this project (Liu, Calvo, & Lim, 2016;Liu, Lim, Taylor, & Calvo, 2019). Future work will aim to engage medical students in co-creation workshops where volunteers and students can work together and exchange ideas.…”

Engagement of Higher Education Students in Live Online Classes: Scale Development and Validation

“…Cognitive engagement includes students' cognitive efforts regarding classes, while affective engagement is related to their attitudes, motivation, and students' relations with their environment (peer, content, or teacher). Behavioral engagement is the fulfillment of class-related tasks by the students (Fatawi et al, 2020 ; Francescucci & Rohani, 2019 ; Gunuc & Kuzu, 2015 ; Liu et al, 2019 ). Hrastinski ( 2008c ) stated that engagement consists of elements such as doing, communication, thinking, belonging, and feeling by including all these dimensions.…”