Abstract
ABSTRACTBackground: Performance feedback is considered essential to clinical skills development. Formative objective structured clinical exams (F-OSCEs) often include immediate feedback by standardized patients. Students can also be provided access to performance metrics including scores, checklists, and video recordings after the F-OSCE to supplement this feedback. How often students choose to review this data and how review impacts future performance has not been documented.Objective: We suspect student review of F-OSCE performance data is variable. We hypothesize that students who review this data have better performance on subsequent F-OSCEs compared to those who do not. We also suspect that frequency of data review can be improved with faculty involvement in the form of student-faculty debriefing meetings.Design: Simulation recording software tracks and time stamps student review of performance data. We investigated a cohort of first- and second-year medical students from the 2015-16 academic year. Basic descriptive statistics were used to characterize frequency of data review and a linear mixed-model analysis was used to determine relationships between data review and future F-OSCE performance.Results: Students reviewed scores (64%), checklists (42%), and videos (28%) in decreasing frequency. Frequency of review of all metric and modalities improved when student-faculty debriefing meetings were conducted (p<.001). Among 92 first-year students, checklist review was associated with an improved performance on subsequent F-OSCEs (p = 0.038) by 1.07 percentage points on a scale of 0-100. Among 86 second year students, no review modality was associated with improved performance on subsequent F-OSCEs.Conclusion: Medical students review F-OSCE checklists and video recordings less than 50% of the time when not prompted. Student-faculty debriefing meetings increased student data reviews. First-year student’s review of checklists on F-OSCEs was associated with increases in performance on subsequent F-OSCEs, however this outcome was not observed among second-year students.
Highlights
Clinical skills development requires time and practice
Students are informed of the availability of Formative objective structured clinical exams (F-OSCEs) performance data, trained in how to access it and encouraged to review and reflect on the scores, checklists, and video recordings
We expected the use of the data to vary by student but were surprised that checklists and video recordings were reviewed less than 50% of the time when students were left to their own accord
Summary
Clinical skills development requires time and practice. Feedback has been shown to speed up the rate of skill development and promote higher levels of expertise [1,2]. Being aware of one’s own thought processes and taking control of thinking and learning for development is known as metacognition [7] These high-level capabilities may not be fully developed when students begin medical school [8]. Students can be provided access to performance metrics including scores, checklists, and video recordings after the F-OSCE to supplement this feedback. We suspect that frequency of data review can be improved with faculty involvement in the form of student-faculty debriefing meetings. Among 92 first-year students, checklist review was associated with an improved performance on subsequent F-OSCEs (p = 0.038) by 1.07 percentage points on a scale of 0-100. Among 86 second year students, no review modality was associated with improved performance on subsequent F-OSCEs. Conclusion: Medical students review F-OSCE checklists and video recordings less than 50% of the time when not prompted. First-year student’s review of checklists on F-OSCEs was associated with increases in performance on subsequent F-OSCEs, this outcome was not observed among second-year students
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