gms | German Medical Science

Introduction: Feedback is one of the most pivotal concepts in fostering learning. The evaluation of our courses showed that students were not satisfied with the feedback procedures in ENT (Ear, Nose and Throat). After further analyzing the situation we decided to implement feedback intervals into the objective structured clinical examination (OSCE).

Objectives: We wanted to find out whether students are satisfied with feedback given during ENT-OSCE and whether there is a difference in perceiving feedback quality between oral and written feedback.

Methods: A 3-station OSCE was conducted in ENT. Reviewers gave one minute oral feedback after each three-minute station to approximately half of the students; the other half received a written feedback a few days later. All participating OSCE students subsequently filled out an evaluation form. T-tests were used for analyzing group differences. Cohens' d was computed to determine effect-sizes.

Results: 67 students participated. 39 received oral feedback immediately after completing a station and 28 received written feedback a few days after the OSCE. Significant differences were found in favor of oral feedback: oral feedback was perceived as fairer (d=1,47), more transparent (d=1,99), more helpful (d=1,82) and more adequate (d=2,24).

Conclusion: Psychological theories of learning suggest that immediate feedback positively influences learning as it reduces the possible interference that might result if the interval between response and feedback is of longer duration. The results of our research seem to confirm this principle. Further research is needed in order to find out whether the perception of the quality of oral and written feedback differs when both are given at approximately the same time.