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Lookup NU author(s): Dr Laura Woodhouse, Professor David KennedyORCiD, Professor Brian Lunn
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Students surveys such as the UK National Student Surveyconsistently show a significant disparity between satisfactionwith teaching and that for feedback and assessment.OSCEs do not lend themselves to providing personalisedfeedback in summative examinations. We developed asystem to allow students to visualise and understand theirOSCE performance. Beyond the initial investment in timedeveloping this, the year-on-year academic time to usethis system is minimal (less than two hours for a 20 stationOSCE).The site is well used by students with 65.94% of studentsvisiting the site within 4 hours of result release and a meanof 2.95 visits per student over the following 4 months(range 0-15). Students valued both the amount of feedbackavailable and the nature of it with significant improvementin satisfaction ratings (from 48% to 86% satisfied).Students sit a 10 station formative OSCE after 4 monthsof Stage 3. They sit a further sequential OSCE at the endof the Stage. Feedback by station and skill domain wasmade available to all students. We analysed the correlationbetween student use of the site, how they used it and theirperformance at the end of year summative OSCE. Wewill discuss student behaviour in relation their initial examperformance and how that correlated with their end ofstage performance.
Author(s): Woodhouse L, Kennedy D, Moss J, Lunn B
Publication type: Conference Proceedings (inc. Abstract)
Publication status: Published
Conference Name: European Board of Medical Assessors Annual Academic Conference: Crossing Boundaries: Assessment in Medical Education
Year of Conference: 2016
Pages: 52-52
Acceptance date: 02/04/2016
Publisher: University of Exeter Medical School
URL: http://medicine.exeter.ac.uk/media/universityofexeter/medicalschool/cpdevents/assessmentinmedicaleducation/EBMA_conference_programme_2016.pdf
