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Improving the accuracy of self-assessment of practical clinical skills using video feedback

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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 journalArticle

Harvard

Hawkins, SC, Osborne, A, Schofield, SJ, Pournaras, DJ & Chester, JF 2012, 'Improving the accuracy of self-assessment of practical clinical skills using video feedback: The importance of including benchmarks' Medical Teacher, vol 34, no. 4, pp. 279-284.

APA

Hawkins, S. C., Osborne, A., Schofield, S. J., Pournaras, D. J., & Chester, J. F. (2012). Improving the accuracy of self-assessment of practical clinical skills using video feedback: The importance of including benchmarks. Medical Teacher, 34(4), 279-284doi: 10.3109/0142159X.2012.658897

Vancouver

Hawkins SC, Osborne A, Schofield SJ, Pournaras DJ, Chester JF. Improving the accuracy of self-assessment of practical clinical skills using video feedback: The importance of including benchmarks. Medical Teacher. 2012;34(4):279-284.

Author

Hawkins, S. C.; Osborne, A.; Schofield, S. J.; Pournaras, D. J.; Chester, J. F. / Improving the accuracy of self-assessment of practical clinical skills using video feedback : The importance of including benchmarks.

In: Medical Teacher, Vol. 34, No. 4, 2012, p. 279-284.

Research output: Contribution to journalArticle

Bibtex - Download

@article{3a6a2780b4c14c43837aa1c95971f612,
title = "Improving the accuracy of self-assessment of practical clinical skills using video feedback",
author = "Hawkins, {S. C.} and A. Osborne and Schofield, {S. J.} and Pournaras, {D. J.} and Chester, {J. F.}",
year = "2012",
volume = "34",
number = "4",
pages = "279--284",
journal = "Medical Teacher",
issn = "0142-159X",

}

RIS (suitable for import to EndNote) - Download

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 &lt; 0.01) with no change after video feedback (r = 0.49, p &lt; 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 &lt; 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 &lt; 0.01) with no change after video feedback (r = 0.49, p &lt; 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 &lt; 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 -

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