Abstract
BackgroundProviding feedback on student performance in the clinical performance assessment (CPA) is meaningful in that it helps students understand their strengths and weaknesses. This study compared students’ perception of their CPA scores before and after providing personalized video feedback.MethodsTwo identical online surveys of Year 1 medical students (N = 103) that had undergone CPA were conducted to evaluate students’ perceptions about their CPA scores before and after video feedback. Students were given their test scores with assessment analysis reports immediately after completing the CPA. Top-scored students from each station agreed to provide their video-recorded performance to the rest of the students.ResultsAfter comparing their performance video and top-scored video at each station, medical students were more aware of their CPA total score, clinical performance examination (CPX) total score, score of each CPX station, section score for the CPX station, history taking section score, physical examination section score, and doctor-patient relationship section score. Moreover, students became more convinced of their own weaknesses from their history taking and patient education section after viewing video feedback than before.ConclusionThe use of the video feedback system might help students recognize their CPA results and identify their strengths and weaknesses.
Highlights
Providing feedback on student performance in the clinical performance assessment (CPA) is meaningful in that it helps students understand their strengths and weaknesses
Do you agree with your total CPA score?
The results of the present study showed that students were more likely to agree with the analytical checklist score of their CPA after they compared the recorded video of the best student at each station with the recorded video of the exam they performed
Summary
Providing feedback on student performance in the clinical performance assessment (CPA) is meaningful in that it helps students understand their strengths and weaknesses. Clinical performance assessment (CPA) generally employs an analytical checklist for each station that is provided by evaluators as feedback, enabling students to recognize their strengths or weaknesses via the scores of the feedback. A third feedback method involves gathering all of the students into the classroom, briefing them on the overall CPA results, and pointing out the most common errors that students have made. This is timely and effective but does not provide individual feedback
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