J Educ Eval Health Prof.  2020;17:5. 10.3352/jeehp.2020.17.5.

Potential of feedback during objective structured clinical examination to evoke an emotional response in medical students in Canada

• Karol DL
• Pugh D

• KMID: 2502191
• DOI: http://doi.org/10.3352/jeehp.2020.17.5

Abstract

Feedback has been shown to be an important driver for learning. However, many factors, such as the emotional reactions feedback evokes, may impact its effect. This study aimed to explore medical students’ perspectives on the verbal feedback they receive during an objective structured clinical examination (OSCE); their emotional reaction to this; and its impact on their subsequent performance. To do 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 were embarrassment and anxiousness. Some students (n=20) reported that the feedback they received negatively impacted subsequent OSCE performance. This study demonstrates that feedback provided during an OSCE can evoke an emotional response in students and potentially impact subsequent performance.

Keyword

Canada; Embarrassment; Feedback; Medical students; Physical examination

Figure

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  Fig. 1. Type of feedback received by students during an objective structured clinical examination.

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  Fig. 2. Emotions experienced by students in response to feedback received during an objective structured clinical examination that they deemed was too harsh, rude, unfair, or inappropriate.

Reference

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