Improving the accuracy of self-assessment of practical clinical skills using video feedback – The importance of including benchmarks

Hawkins, Simon; Osborne, Alan; Schofield, Susie; Pournaras, Dimitri J.; Chester, J. F.

doi:10.3109/0142159x.2012.658897

Cited by 72 publications

(59 citation statements)

References 24 publications

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“…[18][19][20][21] When peer ratings are included in the mix, peer ratings rank in favorability between faculty member and self-ratings. 14,17,[22][23][24][25][26][27] It has frequently been found that the overassessment bias is stronger for students who perform poorly than for those who perform well. 6,[28][29][30][31][32][33][34][35] Such an effect requires an explanation beyond saying that it is a deicient understanding of the criteria on students' parts.…”

Section: Building a Model Of The Effect Of Self-assessment On Learningmentioning

confidence: 99%

The Effects of Student Self‐Assessment on Learning in Removable Prosthodontics Laboratory

Chambers

LaBarre²

2014

Journal of Dental Education

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It has been consistently shown that there is a weak association between student self-assessment and faculty member assessment of student projects in preclinical technique laboratory settings and that students overestimate their performance. Greater overestimation is observed among students judged by faculty to be the weakest, and these students also use a wider range of scores. This study hypothesized that student self-assessment is a function of capacity to perform, accuracy of understanding grading standards, and psychological factors. Further it hypothesized that learning, deined as change in performance, is a function of ability and self-assessment. Dental students at one U.S. dental school self-assessed their performance on two projects in a removable prosthodontics laboratory course separated by a six-month period. Faculty evaluations of these projects were used to determine students' understanding of the criteria for the projects, and a standardized psychological test was used to assess the learning orientation of the students. A statistical correction was made for the artifact of regression toward the mean. The study found that self-assessment was a better predictor of future learning under these circumstances than was evaluation by faculty members.

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Section: Building a Model Of The Effect Of Self-assessment On Learningmentioning

confidence: 99%

The Effects of Student Self‐Assessment on Learning in Removable Prosthodontics Laboratory

Chambers

LaBarre²

2014

Journal of Dental Education

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“…A culture of challenging school examination outcomes may also play a part: in 2016, Ofqual, the UK body overseeing school assessments taken at age 16 years, reported that 18% of all General Certificate of Education/General Certificate of Secondary Education grades were challenged . In addition, there is evidence that candidates may genuinely overestimate their own performance and are not able to benchmark themselves without assistance . So it is perhaps unsurprising that learners question assessment outcomes.…”

Section: Discussionmentioning

confidence: 99%

Should we video OSCEs for student appeals?

Hogley

Thampy

Fisher

2019

The Clinical Teacher

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Background Those setting objective structured clinical exams (OSCEs) are likely to encounter candidates who dispute the examiners’ scores and feedback. At our own institution, candidates have requested video recording to aid in later academic appeals. Before ceding to such requests, we wished to be certain that the marking of recorded OSCEs would give comparable results to live marking, and that technical challenges could be met within reasonable cost. Methods We adopted a mixed‐methods approach to explore the use of video recording OSCEs. Following an initial literature review, we surveyed and interviewed the assessment leads of UK medical schools and postgraduate institutions setting high stakes OSCEs to explore their views and experience in using recordings as part of summative OSCE assessments. Results Results from our literature review reveal inconsistent findings about the comparability of marks awarded from video marking and those awarded by examiner in‐station marking, with suggestions that video marking generates lower scores. The majority of UK medical education institutions were neither videoing OSCEs nor considering doing so. Many logistical and assessor‐related drawbacks to video review were identified, with significant concerns raised about how such a process could be feasibly managed. Discussion Although the videoing of OSCEs may superficially appear an easy solution to provide defensibility of the process, the potential use is beset with challenge, going beyond purely logistical and technical difficulties. The use of videoing for the purpose of OSCE appeals is not currently supported by the literature, nor by the majority of UK undergraduate and postgraduate medical education institutions delivering high‐stakes summative OSCEs.

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“…It was postulated that video feedback would be sufficient to improve self-assessment [63]. A study by Hawkins and colleagues achieved improvement only retrospectively when a video of the students’ performance was juxtaposed a video demonstrating the correct manoeuvres [64]. It is therefore important to give the students a good idea of their performance through structured feedback, but also to show the correct execution of the skill assessed.…”

Section: Discussionmentioning

confidence: 99%

How well do final year undergraduate medical students master practical clinical skills?

Störmann

Stankiewicz

Raes

et al. 2016

GMS Journal for Medical Education; 33(4):Doc58

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Improving the accuracy of self-assessment of practical clinical skills using video feedback – The importance of including benchmarks

Abstract: The demonstration of a video-recorded benchmark performance in combination with video feedback may significantly improve the accuracy of students' self-assessments.

Cited by 72 publications

References 24 publications

The Effects of Student Self‐Assessment on Learning in Removable Prosthodontics Laboratory

The Effects of Student Self‐Assessment on Learning in Removable Prosthodontics Laboratory

Should we video OSCEs for student appeals?

How well do final year undergraduate medical students master practical clinical skills?

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