Improving the accuracy of self-assessment of practical clinical skills using video feedback : The importance of including benchmarks. / Hawkins, S. C.; Osborne, A.; Schofield, S. J.; Pournaras, D. J.; Chester, J. F.
In: Medical Teacher, Vol. 34, No. 4, 2012, p. 279-284.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Improving the accuracy of self-assessment of practical clinical skills using video feedback
T2 - The importance of including benchmarks
A1 - Hawkins,S. C.
A1 - Osborne,A.
A1 - Schofield,S. J.
A1 - Pournaras,D. J.
A1 - Chester,J. F.
AU - Hawkins,S. C.
AU - Osborne,A.
AU - Schofield,S. J.
AU - Pournaras,D. J.
AU - Chester,J. F.
PY - 2012
Y1 - 2012
N2 - <p>Introduction: Isolated video recording has not been demonstrated to improve self-assessment accuracy. This study examines if the inclusion of a defined standard benchmark performance in association with video feedback of a student's own performance improves the accuracy of student self-assessment of clinical skills.</p><p>Methods: Final year medical students were video recorded performing a standardised suturing task in a simulated environment. After the exercise, the students self-assessed their performance using global rating scales (GRSs). An identical self-assessment process was repeated following video review of their performance. Students were then shown a video-recorded 'benchmark performance', which was specifically developed for the study. This demonstrated the competency levels required to score full marks (30 points). A further self-assessment task was then completed. Students' scores were correlated against expert assessor scores.</p><p>Results: A total of 31 final year medical students participated. Student self-assessment scores before video feedback demonstrated moderate positive correlation with expert assessor scores (r = 0.48, p < 0.01) with no change after video feedback (r = 0.49, p < 0.01). After video feedback with benchmark performance demonstration, self-assessment scores demonstrated a very strong positive correlation with expert scores (r = 0.83, p < 0.0001).</p><p>Conclusions: The demonstration of a video-recorded benchmark performance in combination with video feedback may significantly improve the accuracy of students' self-assessments.</p>
AB - <p>Introduction: Isolated video recording has not been demonstrated to improve self-assessment accuracy. This study examines if the inclusion of a defined standard benchmark performance in association with video feedback of a student's own performance improves the accuracy of student self-assessment of clinical skills.</p><p>Methods: Final year medical students were video recorded performing a standardised suturing task in a simulated environment. After the exercise, the students self-assessed their performance using global rating scales (GRSs). An identical self-assessment process was repeated following video review of their performance. Students were then shown a video-recorded 'benchmark performance', which was specifically developed for the study. This demonstrated the competency levels required to score full marks (30 points). A further self-assessment task was then completed. Students' scores were correlated against expert assessor scores.</p><p>Results: A total of 31 final year medical students participated. Student self-assessment scores before video feedback demonstrated moderate positive correlation with expert assessor scores (r = 0.48, p < 0.01) with no change after video feedback (r = 0.49, p < 0.01). After video feedback with benchmark performance demonstration, self-assessment scores demonstrated a very strong positive correlation with expert scores (r = 0.83, p < 0.0001).</p><p>Conclusions: The demonstration of a video-recorded benchmark performance in combination with video feedback may significantly improve the accuracy of students' self-assessments.</p>
U2 - 10.3109/0142159X.2012.658897
DO - 10.3109/0142159X.2012.658897
M1 - Article
JO - Medical Teacher
JF - Medical Teacher
SN - 0142-159X
IS - 4
VL - 34
SP - 279
EP - 284
ER -