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本科医学生客观结构化临床考试表现的回顾性反馈分析

A retrospective feedback analysis of objective structured clinical examination performance of undergraduate medical students.

作者信息

Alsahafi Akram, Newell Micheál, Kropmans Thomas

机构信息

College of Medicine, Nursing and Health Sciences - School of Medicin, University of Galway, Galway, County Galway, Ireland.

Department of Medical Education, College of Medicine, Taif University, Taif, Makkah Province, 11099 - 21944, Saudi Arabia.

出版信息

MedEdPublish (2016). 2024 Oct 24;14:251. doi: 10.12688/mep.20456.1. eCollection 2024.

DOI:10.12688/mep.20456.1
PMID:39635542
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11615435/
Abstract

INTRODUCTION

Feedback is an essential component of medical education, enhancing the quality of students' knowledge and skills. However, providing effective feedback, particularly in clinical skills assessments like Objective Structured Clinical Examinations [OSCEs], often poses challenges. This study aimed to evaluate the content of OSCE feedback given to undergraduate medical students over five years.

METHODS

A retrospective analysis of 1034 anonymised medical students' OSCE performance was conducted, focusing on written feedback. The written feedback data were randomly selected from OSCE sessions, collected from university assessment records and anonymised for ethical considerations. R software was used to identify the most frequently repeated words in the examiners' feedback text, and word cloud charts were created to visualise the responses.

RESULTS

Word clouds generated from the top 200 most frequently used terms provided visual insights into common descriptive words in feedback comments. The most frequently repeated word over five years was "good," indicative of potentially non-specific feedback.

DISCUSSION

The high frequency of non-specific terms like "good" suggests a need for more specific, constructive feedback. However, such generic terms can offer some positive reinforcement, more than they may be needed to foster significant improvement. As previously proposed in the literature, adopting structured feedback forms may facilitate the delivery of more specific, actionable feedback.

CONCLUSION

This study emphasises the importance of providing specific, actionable feedback in medical education to facilitate meaningful student development. As medical education continues to evolve, refining feedback processes is crucial for effectively guiding students' growth and skill enhancement. Using structured feedback forms can be a beneficial strategy for improving feedback quality.

摘要

引言

反馈是医学教育的重要组成部分，可提高学生的知识和技能质量。然而，提供有效的反馈，尤其是在客观结构化临床考试（OSCE）等临床技能评估中，往往具有挑战性。本研究旨在评估五年内给予本科医学生的OSCE反馈内容。

方法

对1034名匿名医学生的OSCE表现进行回顾性分析，重点关注书面反馈。书面反馈数据从OSCE环节中随机选取，从大学评估记录中收集，并出于伦理考虑进行匿名处理。使用R软件识别考官反馈文本中最常重复的单词，并创建词云图以直观呈现这些回答。

结果

由200个最常用词汇生成的词云图直观展示了反馈评论中常见的描述性词汇。五年内最常重复的单词是“好”，这表明反馈可能缺乏针对性。

讨论

像“好”这样的非特定性词汇出现频率较高，表明需要更具体、有建设性的反馈。然而，这类通用词汇能提供一定的积极强化，虽可能并非促进显著进步所必需。如先前文献所提议，采用结构化反馈表可能有助于提供更具体、可操作的反馈。

结论

本研究强调在医学教育中提供具体、可操作反馈以促进学生有意义发展的重要性。随着医学教育不断发展，完善反馈流程对于有效引导学生成长和技能提升至关重要。使用结构化反馈表可能是提高反馈质量的有益策略。

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Utilizing Natural Language Processing of Narrative Feedback to Develop a Predictive Model of Pre-Clerkship Performance: Lessons Learned.利用叙事反馈的自然语言处理来开发医预阶段表现的预测模型：经验教训。
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医学学生临床诊断推理的教学与评估。
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Introduction of Structured Feedback to Medical Undergraduate Students in the First Professional.向医学本科一年级专业学生引入结构化反馈
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