Feedback after OSCE: A comparison of face to face versus an enhanced written feedback

Abstract Background The Objective Structured Clinical Exam (OSCE) is a useful means of generating meaningful feedback. OSCE feedback may be in various forms (written, face to and audio or video recordings). Studies on are uncommon, especially involving Asian medical students. Methods We compared two methods delivered fourth year students Malaysia: (i) Face (FTF) immediate (semester one) (ii) Individualised enhanced written (EW) containing detailed scores each domain, examiners’ free text comments the marking rubric two). Both were evaluated by staff examiners, students’ responses against their performance. Results Of 116 who sat for both formative OSCEs, 82.8% (n=96) 86.2% (n=100) responded first second survey respectively. Most comfortable receive (91.3% FTF, 96% EW) with EW associated higher comfort levels (p=0.022). Distress affected small number no differences between either method (13.5% 10% EW, p=0.316). perceived types improved performance (89.6% 95% EW); this perception was significantly stronger (p=0.008). Students preferred had lower those preferring FTF (mean ± SD: 43.8 5.3 47.2 6.5 p=0.049). ranked “marking rubric” most valuable aspect Tutors felt equally beneficial. Few examiners they needed training (21.4% 15% but need tutors’ differently (53.1% 46% Conclusion Whilst highly valued, it more Learning cultures Malaysian have influenced view. Information provided should tailored accordingly provide exams.