Reflection and feedback during my OSCE: what have I learnt?

Abstract

Background: An Objective Structured Clinical Examination (OSCE) is a type of examination frequently used in physiotherapy to assess awidevariety of physiotherapy skills. OSCEs are designed to assess clinical skill performance in physiotherapy including assessment and treatment methods. They are an integral part of physiotherapy preclinical assessment to prepare students for clinical placements. Purpose:This projectwas undertaken to analyse student’s perception of their OSCE experience in year one semester 2 Doctor of Physiotherapy (DPT) program for the years 2012–2013. Methods: Physiotherapy students completed two fifteen minute OSCEs for the subject Physiotherapy Theory and Practice 2 (PTP2), a second semester, year one subject. One OSCE was dedicated to electrotherapy examination whilst the second OSCE examines physiotherapy skills, which include exercise prescription and/or joint mobilisation/treatment techniques. Examiners have amarking scheme to keep the assessment of clinical skills objective, rather than subjective. The OSCEs are carefully structured with a vignette to include parts from all elements of the curriculum as well as a wide range of skills. Instructions are carefully written to ensure that the student is given a specific task to complete. At the completion of each OSCE section, students were asked to reflect on their performance and would they have any done anything differently if they were to have this vignette again. Students are then given immediate constructive feedback by the examiner about their performance, but no marks are given to the student at this time. Students then proceed to complete a further two OSCEs in another subject. Students are then asked to complete a questionnaire at the completion of their OSCE assessment regarding their understanding of their performance. The questionnaire comprises offifteen questions that are linked to learning outcomes for the physiotherapy subject. The questionnaire used a five point Likert scale ranging from strongly agree to strongly disagree. Data from PTP 2 was analysed for this presentation (2012–13). Results: The majority of students reported they were able to demonstrate their level of skill to the examiners, their performance was an accurate reflection of their skills and student’s reflection on their performance was useful to their learning. They also reported theyweremore confident in their preparation for clinical placements and identified the need to further practice their physiotherapy skills prior to their clinical placement the following year. In addition, the majority of students reported the OSCEs were a valid assessment for judging student’s level of knowledge and skill. Conclusion(s): OSCE assessment in physiotherapy is an acceptable form of assessing physiotherapy skills in year one DPT students. Reflection and feedback is an integral part of the student’s skills development in further physiotherapy skills in the preclinical program. Implications: OSCE assessment can be used in a variety of physiotherapy areas for assessment purposes. By integrating reflection and feedback within the OSCE process, student’s learning can be facilitated in a positive manner by this immediate feedback from the examiner.