&lt;p&gt;Receiving Real-Time Clinical Feedback: A Workshop and OSTE Assessment for Medical Students&lt;/p&gt;

Matthews, Andrew; Hall, Matthew; Parra, José Manuel Aguilar; Hayes, Margaret M.; Beltran, Christine P; Ranchoff, Brittany L; Sullivan, Amy; William, Jeffrey H.

doi:10.2147/amep.s271623

Cited by 8 publications

(2 citation statements)

References 25 publications

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“…tilizing the OSTE offers a relatively comprehensive means of assessing students' pedagogical abilities. Previous research has placed less emphasis on assessing students' teaching skills, but the OSTE has been proven to significantly improve the clinical skill perception and confidence of test takers, 23 enhance the skills of attending physicians 17, and improve the clinical teaching ability of educators. 24 Bajwa et al .…”

Section: Discussionmentioning

confidence: 99%

Application of Objective Structured Teaching Examination (OSTE) in Assessing Classroom Teaching Skills for Nursing undergraduates: A Quasi-experimental Study

Pei,

Ping,

Lin

et al. 2024

Educ. Enferm.

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Objective. To evaluate the pedagogical skills of third-year nursing students at Yangzhou University (China). Methods. A multisite quasi-experimental design was used in this study. Fifty-five participants were selected by convenience sampling. The Objective Structured Teaching Evaluation (OSTE) scale was used to assess teaching skills. The evaluation included four different stages: Teaching Background Analysis (E1), Lesson Plan Presentation (E2), Mock Class (E3) and Teaching Reflection (E4). Prior to the assessment, the teachers assigned homework to the students to complete at the four stations. Results. Fifty-five nursing students with an average age of 21.3±0.7 years participated in the study, with a predominance of female students (78.2%). The highest mean score was achieved in E1 (83.1), followed by E2 and E3 (82.5 and 82.3 respectively), while the lowest mean score was found in E4 (79.6). In E3, instructors gave lower scores for class organisation, class characteristics and overall performance compared to the self-reported scores of the standardised students (p<0.05). More than 80% of the students strongly agreed and recommended the OSTE as the primary method for assessing teaching skills in the classroom. Conclusion. Deficits in teaching skills were identified in the participating students; this information will allow specific interventions to improve the situation. The OSTE instrument was a useful method for assessing the pedagogical skills of undergraduate nursing students.

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Section: Discussionmentioning

confidence: 99%

Application of Objective Structured Teaching Examination (OSTE) in Assessing Classroom Teaching Skills for Nursing undergraduates: A Quasi-experimental Study

Pei,

Ping,

Lin

et al. 2024

Educ. Enferm.

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Educating Medical Students in Receiving Feedback: The Importance of Self-Reflection [Letter]

Oliveira

Tulloch

2020

AMEP

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We read, with great interest, the article by Matthew et al, which explores the ability of medical students to receive feedback in a constructive manner, following a onehour training workshop. 1 As fifth year medical students in the UK, we have found emphasis in our teaching is placed upon giving feedback rather than on how to appropriately receive feedback. Therefore, we commend the authors for bringing this issue to light. We believe the ability to receive feedback in an engaged and constructive manner is vital for learning and the improvement of clinical skills.The method used by the authors is admirable; however, we feel this approach to training students in receiving feedback could be improved by implementing a selfreflective element. Self-reflection is an essential step in receiving feedback, as it is necessary for students to implement the feedback they receive and improve their clinical practice. 2 Furthermore, Gibbs highlights the importance of self-reflection upon receiving feedback: without adequate self-reflection following feedback, individuals leap to premature conclusions regarding what happened, rather than achieving a deeper understanding of the feedback given. 3 Medical schools utilise various models of self-reflection to equip students with a framework with which to reflect upon feedback. A self-reflective aspect could be incorporated through giving students a self-reflection template in the workshop, followed by a self-reflection task upon receiving their feedback.Matthew et al correctly identify a key limitation in their work: comparing scores in the objective structured teaching exercise (OSTE) was insufficient to draw valid conclusions regarding the effectiveness of the workshop. The OSTE rubric used offers immediate assessment of the students' ability to receive feedback in a manner in keeping with their workshop training. However, it fails to assess if the students have processed this information and will apply it to their practice. As previously discussed, self-reflection is vital in receiving and acting upon feedback. Criteria exist for objectively assessing the quality of self-reflection, for example, the ICSE criteria from the Royal College of General Practitioners. 4 We therefore suggest the use of a self-reflection exercise following each OSTE to evaluate the change in students' feedback-receiving ability.We disagree with the authors' proposal of applying their approach to postgraduate trainees. As students progress through medical school, their engagement with feedback improves due to factors such as their increasing clinical skills and knowledge. 5 Therefore, training of senior students and postgraduates in receiving

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A Qualitative Study on the Experiences of Preclinical Students in Learning Clinical and Communication Skills at a Simulation Centre

Sam,

Nathan,

Aroksamy

et al. 2023

Med.Sci.Educ.

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Introduction Simulation centres (SC) and its learning resources are now firmly established as part of medical education. In SC, medical students obtain both knowledge and skills based on a combination of theory and practice using provided resources. This study aims to explore medical students’ use of SC learning resources to learn clinical and communication skills based on Kolb’s experiential learning cycle. This is based on the research question ‘How are the SC resources useful in supporting preclinical medical students’ clinical and communication skills learning?’ The findings of the study can make a case for further enhancement of SC design and resources for medical students in the preclinical phase. Methods A qualitative study involving 20 preclinical medical students with learning experiences in SC was conducted between December 2019 and 2020 at a medical school in Malaysia. Semi-structured interview questions were developed based on Kolb’s learning cycle. The data were thematically analysed using the six phases of Braun and Clarke’s thematic analysis. Results Three main themes were identified based on preclinical medical students’ experiences in SC; they were ‘preparation for authentic clinical experience’, ‘accessibility of multiple resources for learning and support’ and ‘opportunities to learn and improve’. Conclusions The SC’s resources have a significant and positive role in supporting preclinical medical students learn clinical and communication skills. The SC resources prepared them for authentic clinical experiences with a patient-centred care approach and self-directed learning opportunities. Social support from peers, peer tutors and academics emerged as a key finding and resource of the SC as they help preclinical students learn and improve.

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<p>Receiving Real-Time Clinical Feedback: A Workshop and OSTE Assessment for Medical Students</p>

Cited by 8 publications

References 25 publications

Application of Objective Structured Teaching Examination (OSTE) in Assessing Classroom Teaching Skills for Nursing undergraduates: A Quasi-experimental Study

Application of Objective Structured Teaching Examination (OSTE) in Assessing Classroom Teaching Skills for Nursing undergraduates: A Quasi-experimental Study

Educating Medical Students in Receiving Feedback: The Importance of Self-Reflection [Letter]

A Qualitative Study on the Experiences of Preclinical Students in Learning Clinical and Communication Skills at a Simulation Centre

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