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Potential of feedback during objective structured clinical examination to evoke an emotional response in medical students in Canada
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Dalia Limor Karol
, Debra Pugh - J Educ Eval Health Prof. 2020;17:5. Published online February 18, 2020
- DOI: https://doi.org/10.3352/jeehp.2020.17.5
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- 3 Web of Science
- 2 Crossref
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Abstract
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Supplementary Material - Feedback has been shown to be an important driver for learning. However, many factors, such as the emotional reactions feedback evokes, may impact its effect. This study aimed to explore medical students’ perspectives on the verbal feedback they receive during an objective structured clinical examination (OSCE); their emotional reaction to this; and its impact on their subsequent performance. To do 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 were embarrassment and anxiousness. Some students (n=20) reported that the feedback they received negatively impacted subsequent OSCE performance. This study demonstrates that feedback provided during an OSCE can evoke an emotional response in students and potentially impact subsequent performance.
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Citations
Citations to this article as recorded by
- Memory, credibility and insight: How video-based feedback promotes deeper reflection and learning in objective structured clinical exams
Alexandra Makrides, Peter Yeates
Medical Teacher.2022; 44(6): 664. CrossRef - Objective structured clinical examination in fundamentals of nursing and obstetric care as method of verification and assessing the degree of achievement of learning outcomes
Lucyna Sochocka, Teresa Niechwiadowicz-Czapka, Mariola Wojtal, Monika Przestrzelska, Iwona Kiersnowska, Katarzyna Szwamel
Pielegniarstwo XXI wieku / Nursing in the 21st Century.2021; 20(3): 190. CrossRef
- Memory, credibility and insight: How video-based feedback promotes deeper reflection and learning in objective structured clinical exams
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