Harrison Christopher J, Molyneux Adrian J, Blackwell Sara, Wass Valerie J
Keele University , UK.
Med Teach. 2015 Apr;37(4):323-6. doi: 10.3109/0142159X.2014.932901. Epub 2014 Jul 3.
Students often receive little feedback after summative objective structured clinical examinations (OSCEs) to enable them to improve their performance. Electronic audio feedback has shown promise in other educational areas.
We investigated the feasibility of electronic audio feedback in OSCEs.
An electronic OSCE system was designed, comprising (1) an application for iPads allowing examiners to mark in the key consultation skill domains, provide "tick-box" feedback identifying strengths and difficulties, and record voice feedback; (2) a feedback website giving students the opportunity to view/listen in multiple ways to the feedback. Acceptability of the audio feedback was investigated, using focus groups with students and questionnaires with both examiners and students.
87 (95%) students accessed the examiners' audio comments; 83 (90%) found the comments useful and 63 (68%) reported changing the way they perform a skill as a result of the audio feedback. They valued its highly personalised, relevant nature and found it much more useful than written feedback. Eighty-nine per cent of examiners gave audio feedback to all students on their stations. Although many found the method easy, lack of time was a factor.
Electronic audio feedback provides timely, personalised feedback to students after a summative OSCE provided enough time is allocated to the process.
在总结性客观结构化临床考试（OSCE）后，学生通常很少得到反馈以助其提高表现。电子音频反馈在其他教育领域已显示出前景。
我们调查了在OSCE中使用电子音频反馈的可行性。
设计了一个电子OSCE系统，包括：（1）一个适用于iPad的应用程序，使考官能够在关键咨询技能领域进行评分，提供“勾选框”反馈以识别优点和困难，并录制语音反馈；（2）一个反馈网站，让学生有机会以多种方式查看/收听反馈。通过与学生进行焦点小组讨论以及向考官和学生发放问卷，对音频反馈的可接受性进行了调查。
87名（95%）学生查看了考官的音频评论；83名（90%）学生认为这些评论有用，63名（68%）学生报告称由于音频反馈改变了他们执行某项技能的方式。他们重视其高度个性化、相关的性质，并且发现它比书面反馈有用得多。89%的考官在学生考试的各个站点都向所有学生提供了音频反馈。尽管许多人觉得该方法简单，但时间不足是一个因素。
如果在总结性OSCE过程中分配足够的时间，电子音频反馈可为学生提供及时、个性化的反馈。
