Filmed formative OSCE to support student skills development

Purdy, Sarah (2018) Filmed formative OSCE to support student skills development. In: Simply Better : Researching Assessment Practices – Improving Student Outcomes; 13 Sep 2018, Southampton, U.K.. (Unpublished)


Innovation: Third year student midwives undertake a practice module which includes a scenario-based observed structured clinical examination (OSCE) assessment that tests their ability to identify and mitigate labour risk factors, as well as effectively managing a simulated obstetric emergency. Discussion: This is a long-standing and positively-reviewed assessment. However, it was recognised that student learning and confidence for post-registration practice could be further enhanced with the introduction of filmed OSCE assessments. Classroom lectures and skills laboratory practice were supplemented by filmed tutorials of the emergency skills. Recorded by academic staff, these were posted on the University virtual learning environment (VLE) to facilitate students’ learning through skills demonstration and repetitive viewing. Formative review of the students’ progress was then filmed in the skills laboratory. Unobtrusive, ceiling-mounted equipment was used to record the students’ practise. The films were uploaded onto the students’ private VLE page, giving each student an individual record of their performance along with the verbal feedback provided by the assessor immediately following the OSCE. Written feedback was also provided through the VLE. Students then review their own performance in conjunction with the written and verbal feedback; enabling them to appraise their performance in light of the feedback. Additionally, although the films are only released to the individual student, many have shared their films with cohort colleagues in order to support their own and each other’s learning. Conclusion: Effective management of obstetric emergencies is an aspect of midwifery practice which causes students anxiety and one in which they often struggle to participate in the clinical area. The changes to this module have been very well received. Students report increased confidence in managing these situations and a greater readiness for registration.

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