Potential of feedback during objective structured clinical examination to evoke an emotional response in medical students in Canada
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Feedback has been shown to be an important driver for learning. However, many factors, such as the emotional reactions feedbackevokes, may impact its effect. This study aimed to explore medical students’ perspectives on the verbal feedback they receive during anobjective structured clinical examination (OSCE); their emotional reaction to this; and its impact on their subsequent performance. Todo this, medical students enrolled at 4 Canadian medical schools were invited to complete a web-based survey regarding their experiences. One hundred and fifty-eight participants completed the survey. Twenty-nine percent of respondents asserted that they had experienced emotional reactions to verbal feedback received in an OSCE setting. The most common emotional responses reported wereembarrassment and anxiousness. Some students (n=20) reported that the feedback they received negatively impacted subsequentOSCE performance. This study demonstrates that feedback provided during an OSCE can evoke an emotional response in studentsand potentially impact subsequent performance.
Abstract
Feedback has been shown to be an important driver for learning. However, many factors, such as the emotional reactions feedbackevokes, may impact its effect. This study aimed to explore medical students’ perspectives on the verbal feedback they receive during anobjective structured clinical examination (OSCE); their emotional reaction to this; and its impact on their subsequent performance. Todo this, medical students enrolled at 4 Canadian medical schools were invited to complete a web-based survey regarding their experiences. One hundred and fifty-eight participants completed the survey. Twenty-nine percent of respondents asserted that they had experienced emotional reactions to verbal feedback received in an OSCE setting. The most common emotional responses reported wereembarrassment and anxiousness. Some students (n=20) reported that the feedback they received negatively impacted subsequentOSCE performance. This study demonstrates that feedback provided during an OSCE can evoke an emotional response in studentsand potentially impact subsequent performance.
참고문헌 (7)
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