Theme
OSCE and Standard Setting
Category
OSCE
INSTITUTION
Keck School of Medicine of the University of Southern California
Individual student OSCE review utilizing self-reflection, a guided self-reflection form and faculty feedback is valued by the students and useful in identifying areas needing improvement. Future studies are needed to determine how best to conduct this activity so that it can help further develop the reflective skills of third year medical students.
This study was conducted to determine (1) whether students utilizing OSCE video review with guided self-reflection and faculty feedback enabled them to identify learning points to be explored, and (2) to assess whether the students found the activity useful.
157 third year students participated in the fall 2011 Intersessions OSCE review. Over the course of 3 afternoons, students met individually with 21 faculty for 30 minutes. Each student and faculty watched one of the student's OSCE encounters with the student working through an OSCE self-reflection form. Faculty provided verbal feedback to the students on their clinical skills.
OSCE review with guided self-reflection can assist student’s self-assessment of their clinical skills.
92% of students identified one learning point (n=144). Four identified themes emerged from their self-identified learning points: (1) improve patient-physician interaction skills; (2) improve time management; (3) develop better organizational skills; and (4) take a more complete history and perform a more thorough physical examination. OSCE review was rated the most useful activity in the weeklong Intersessions course, 4.41 (SD = 0.83) on a 5-point Likert scale. Amount of new information gained was rated as substantial, 3.95 (SD =1.12) on a 5-Likert.
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