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Lookup NU author(s): Professor Brian Lunn,
Dr David Kennedy,
Professor Steve Jones,
Dr Kenneth McKeegan
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IntroductionStudents surveys such as the UK National Student Survey consistently show a significant disparity betweensatisfaction with teaching and that for feedback and assessment. OSCEs do not lend themselves to providingpersonalised feedback in summative examinations. We developed a system to allow students to visualise andunderstand their OSCE performance. Beyond the initial investment in time developing this, the year-on-yearacademic time to use this system is minimal (less than two hours for a 20 station OSCE).MethodsUsing a taxonomy to code OSCE skills assessed and data mapping tools to deliver dynamic visualrepresentations of these data for our students could drill down to understand their performance. We conductedsurveys of student satisfaction of assessment feedback and conducted focus groups about their experienceusing the siteResults65.94% of students visited the site within 4 hours of result release with a mean of 2.95 visits per student over thefollowing 4 months (range 0-15). Students valued both the amount of feedback available and the nature of it withsignificant improvement in satisfaction ratings (from 48% to 86% ‘satisfied’). Some, however, reporteddissatisfaction as they wanted detailed descriptions of exactly where they went wrong rather than focus on whatthey needed to improve.ConclusionsStudents value individualised feedback but some still struggle to move beyond the question-by-question detailtypical of pre-university teaching which sets expectation incompatible with adult learning.Take-home messageSignificant improvement in student satisfaction with examination feedback is possible without significantcontinued investment of academic time.
Author(s): Lunn B, Kennedy D, Jones S, Moss J, Luke J, McKeegan K
Publication type: Conference Proceedings (inc. Abstract)
Publication status: Published
Conference Name: Ottawa Conference on the Assessment of Competence in Medicine and the Healthcare Professions 2016
Year of Conference: 2016
Acceptance date: 02/04/2016