Student Perceptions of a Video Feedback Tool at the End of a Standardized Patient Exam

A. Chung, MEd. & D. Gaspar, MD University of Colorado at Denver and Health Sciences Center
Introduction One of the challenges to medical educators today is to give timely, explicit feedback after clinical practice exams. The added challenge is that giving useful feedback can be a timely and costly endeavor for faculty. A video feedback tool was created by faculty and implemented at the end of a Family Medicine Clerkship Clinical Practice Examination. Students reactions and perceptions of the usefulness of this was examined. Results Discussion Students rated the timing and the ability of this feedback tool to allow them to self reflect on their encounters highly (strongly agree). This was also reflected in students written comments. 2 additional student perceived benefits were found when reviewing written comments. Students felt that the tool helped them to understand the expectations and criteria for grading, while doing so in a group setting. Several students commented that the group setting was less intimidating than a one on one video review.

Description

5 min. video recording of faculty Faculty discussed each case on tape reviewed expectations for each case Video and Q&A done immediately at the end of the clinical practice exam with a group of 6 students Simple to replicate, maintains security of exam

The benefits from this video feedback tool include the immediacy of it, the ability for students to reflect on their actions as clinicians, the knowledge of what was expected from them and the casual small group environment in which the feedback was given.
Qualitative comments were grouped into 4 major areas, with examples for each: Knowledge of expectations it is good to know what you are trying to get us to recognize with these patients; clarification of what was expected Self reflection it pointed out things that I missed or failed to do; showed me things I missed Immediacy immediate feedback was good; good while everything is still fresh in my mind Comparison with other methods of feedback better method than meeting with an advisor a few weeks later; I liked video versus one on one it was brief and didnt give me time to stress At the third year level, this kind of feedback tool at the end of standardized patient exams was well received, as demonstrated by student perceptions of it. Future Considerations One student comment of note was: it was awkward to have the discussion behind the patients [back]. In the future, a patient centered de-briefing at the bedside may also be another way to provide immediate feedback in a standardized patient exam.

Methods 128 3rd year medical students were surveyed after watching a video feedback tool immediately after a clinical practice exam A 4 point Likert scale was used. 7 questions were asked. Qualitative comments were also elicited.

For more information: adah.chung@uchsc.edu or david.gaspar@uchsc.edu

(c) 2006: Center for Advancing Professional Excellence & Department of Family Medicine, Predoctoral Program, UCDHSC