Video OSCEs: Part II

So, marking is complete and Semester 2 is just around the corner, but I’d like to recap on my own experiences as a lecturer using video OSCEs as an assessment tool.

The process has been a learning journey for both myself and my students. Student feedback has been positive, but there are some points that I think need to be made explicit the next time I run the paper:

Reading from scripts: The whole point of the assignment was to get students to study a process for clinical assessment, practice recording themselves, and then get them to upload a final version once they were happy with their performance. I hoped that by studying in this way, students would become more comfortable with the material and the knowledge and learning would be embedded. However, in practice, many students simply wrote out a script, placed it just out of camera shot, and read directly from it. Although they could demonstrate that they understood the format of the clinical assessment, I was unable to gauge how well they had remembered the different components.

Therefore, lesson #1 = Be more explicit in my instructions to students.

Technology/process: I admit to not taking the time to fully understand the process of uploading the video clips to YouTube. Therefore, if students had any questions, I was sometimes at a loss as to how to advise them. Thankfully, some of the more tech savvy studnets came to my aid and were able to help out.

Lesson #2 = As lecturer, go through the technical process myself, in order to identify and understand any problems.

Lesson #3 = Try to identify tech geniuses among the class early; this can aid both the learning of myself and the rest of the class.

Play, pause, rewind, fast forward: When marking practical assessments in real time, it’s easy to miss important events while you’re frantically scribbling notes. Using video to record practicals is nothing new, but getting students to record themselves negates the need for a lecturer or tutor to be always present. This is useful when planning what resources (staff, video equipment, room bookings etc) will be needed. Students get more of a chance to self-manage, which goes some way towards empowering the students and increases student engagement.

Sales pitch: Lecturers sometimes need broad shoulders when processes are publicly crticised in class. However, a key part of this is to think about why the process has been devised and implemented in the first place. This is where the lecturer needs to morph into a salesperson so that they can convey the benefits of new processes. After all, if the lecturer is unable to convince the students (or at least most of them) of the benefits of a new concept, then student engagement can decline.

Lesson #4 = Think about the process or concept and why it is you’re introducing it. Try to pick holes in the argument for introducing it, and come up with rationale as to why you think it’s beneficial…before you go to class to introduce it!!

Chat soon,

H

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