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Dalia Limor Karol,Debra Pugh 한국보건의료인국가시험원 2020 보건의료교육평가 Vol.17 No.-
Feedback has been shown to be an important driver for learning. However, many factors, such as the emotional reactions feedbackevokes, may impact its effect. This study aimed to explore medical students’ perspectives on the verbal feedback they receive during anobjective structured clinical examination (OSCE); their emotional reaction to this; and its impact on their subsequent performance. Todo this, medical students enrolled at 4 Canadian medical schools were invited to complete a web-based survey regarding their experiences. One hundred and fifty-eight participants completed the survey. Twenty-nine percent of respondents asserted that they had experienced emotional reactions to verbal feedback received in an OSCE setting. The most common emotional responses reported wereembarrassment and anxiousness. Some students (n=20) reported that the feedback they received negatively impacted subsequentOSCE performance. This study demonstrates that feedback provided during an OSCE can evoke an emotional response in studentsand potentially impact subsequent performance.
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Kuan-chin Jean Chen,Ilona Bartman,Debra Pugh,David Topps,Isabelle Desjardins,Melissa Forgie,Douglas Archibald 한국보건의료인국가시험원 2023 보건의료교육평가 Vol.20 No.-
Purpose There is limited literature related to the assessment of electronic medical record (EMR)-related competencies. To address this gap, this study explored the feasibility of an EMR objective structured clinical examination (OSCE) station to evaluate medical students’ communication skills by psychometric analyses and standardized patients’ (SPs) perspectives on EMR use in an OSCE. Methods An OSCE station that incorporated the use of an EMR was developed and pilot-tested in March 2020. Students’ communication skills were assessed by SPs and physician examiners. Students’ scores were compared between the EMR station and 9 other stations. A psychometric analysis, including item total correlation, was done. SPs participated in a post-OSCE focus group to discuss their perception of EMRs’ effect on communication. Results Ninety-nine 3rd-year medical students participated in a 10-station OSCE that included the use of the EMR station. The EMR station had an acceptable item total correlation (0.217). Students who leveraged graphical displays in counseling received higher OSCE station scores from the SPs (P=0.041). The thematic analysis of SPs’ perceptions of students’ EMR use from the focus group revealed the following domains of themes: technology, communication, case design, ownership of health information, and timing of EMR usage. Conclusion This study demonstrated the feasibility of incorporating EMR in assessing learner communication skills in an OSCE. The EMR station had acceptable psychometric characteristics. Some medical students were able to efficiently use the EMRs as an aid in patient counseling. Teaching students how to be patient-centered even in the presence of technology may promote engagement.
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Lorenzo Madrazo,Claire B. Lee,Meghan McConnell,Karima Khamisa,Debra Pugh 한국보건의료인국가시험원 2019 보건의료교육평가 Vol.16 No.-
Student-led peer-assisted mock objective structured clinical examinations (MOSCEs) have been used in various settings to help students prepare for subsequent higher-stakes, faculty-run OSCEs. MOSCE participants generally valued feedback from peers and reported benefits to learning. Our study investigated whether participation in a peer-assisted MOSCE affected subsequent OSCE performance. To determine whether mean OSCE scores differed depending on whether medical students participated in the MOSCE, we conducted a between-subjects analysis of variance, with cohort (2016 vs. 2017) and MOSCE participation (MOSCE vs. no MOSCE) as independent variables and the mean OSCE score as the dependent variable. Participation in the MOSCE had no influence on mean OSCE scores (P=0.19). There was a significant correlation between mean MOSCE scores and mean OSCE scores (Pearson r=0.52, P<0.001). Although previous studies described self-reported benefits from participation in student-led MOSCEs, it was not associated with objective benefits in this study.
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