Wardman M J, Yorke V C, Hallam J L
School of Dentistry, University of Leeds, Leeds, UK.
Leeds Institute of Medical Education, Leeds, UK.
Eur J Dent Educ. 2018 May;22(2):e203-e211. doi: 10.1111/eje.12273. Epub 2017 May 19.
Feedback is an essential part of the learning process, and students expect their feedback to be personalised, meaningful and timely. Objective Structured Clinical Examination (OSCE) assessments allow examiners to observe students carefully over the course of a number of varied station types, across a number of clinical knowledge and skill domains. They therefore present an ideal opportunity to record detailed feedback which allows students to reflect on and improve their performance.
This article outlines two methods by which OSCE feedback was collected and then disseminated to undergraduate dental students across 2-year groups in a UK dental school: (i) Individual written feedback comments made by examiners during the examination, (ii) General audio feedback recorded by groups of examiners immediately following the examination. Evaluation of the feedback was sought from students and staff examiners. A multi-methods approach utilising Likert questionnaire items (quantitative) and open-ended feedback questions (qualitative) was used. Data analysis explored student and staff perceptions of the audio and written feedback.
A total of 131 students (response rate 68%) and 52 staff examiners (response rate 83%) completed questionnaires. Quantitative data analysis showed that the written and audio formats were reported as a meaningful source of feedback for learning by both students (93% written, 89% audio) and staff (96% written, 92% audio). Qualitative data revealed the complementary nature of both types of feedback. Written feedback gives specific, individual information whilst audio shares general observations and allows students to learn from others. The advantages, limitations and challenges of the feedback methods are discussed, leading to the development of an informed set of implementation guidelines.
Written and audio feedback methods are valued by students and staff. It is proposed that these may be very easily applied to OSCEs running in other dental schools.
反馈是学习过程的重要组成部分，学生期望他们得到的反馈是个性化、有意义且及时的。客观结构化临床考试（OSCE）评估使考官能够在多种不同类型的考站中，对学生在多个临床知识和技能领域的表现进行仔细观察。因此，这提供了一个理想的机会来记录详细的反馈，使学生能够反思并提高自己的表现。
本文概述了两种收集OSCE反馈并将其分发给英国一所牙科学院两个年级的本科牙科学生的方法：（i）考官在考试期间给出的个人书面反馈意见，（ii）考官在考试结束后立即录制的总体音频反馈。向学生和考官征求了对反馈的评价。采用了一种多方法途径，利用李克特量表问卷项目（定量）和开放式反馈问题（定性）。数据分析探讨了学生和考官对音频和书面反馈的看法。
共有131名学生（回复率68%）和52名考官（回复率83%）完成了问卷。定量数据分析表明，学生（书面93%，音频89%）和考官（书面96%，音频92%）都认为书面和音频形式是有意义的学习反馈来源。定性数据揭示了两种反馈类型的互补性。书面反馈提供具体的个人信息，而音频分享总体观察结果，并让学生向他人学习。讨论了反馈方法的优点、局限性和挑战，从而制定了一套明智的实施指南。
书面和音频反馈方法受到学生和考官的重视。建议这些方法可以很容易地应用于其他牙科学院进行的OSCE。
