Clinical practical examinations have proven to be time consuming and logistically challenging to organise (Barman, 2005). But how can technology be incorporated to relieve costly constraints when students of paramedic science must be observed carrying out clinical procedures in exam conditions? One paramedic science programme was keen to make a change to help solve one problem and improve an outcome: This presentation considers the role of video in practical examinations and in reflective practice to improve learner outcomes.
Ordinary Structured Clinical Examinations, or OSCEs, when assessed face to face require five staff hours for every student. The logistical demands on a small academic staff team to run two assessments for every year group are challenging, in time and additional staff cost. They attract pressure for the students, commensurate with their future role. In addition to the ‘performance’ at the OSCEs, the student walks away with a grade and some feedback. The introduction of video and a three-tiered assessment process now enables the students to benefit from new pedagogies, affording a greater capacity for reflection both of their own performance and those of their peers’. Through self-assessment and then peer-assessment, a student has the ability to review and reflect on the process and consider more deeply their actions for assessment. The video forms the first part of the OSCE, the second – less time intensive – is performed by staff as oral examination.
The introduction of new pedagogies and embedding of video as assessment in an ePortfolio has proven to be a successful method to engage whole cohorts in deeper reflection and, ultimately, higher attainment with better outcomes. This session includes analysis and reflection of another year’s OSCE films and a round-up of low budget filming progress in 2018.
Session content: evaluation and reflection
This session seeks to set out the context of a clinical course where examination by observation has played a large part in the assessment of students, as with all health degree level programmes. It will begin with the following three elements:
1. Context– the parameters required in examining students of Paramedic Science programmes and the problems that arise.
2. Technology – the educational technology solutions available to the University Paramedic programme and the benefits and barriers to incorporating digital into assessment.
3. Pedagogy – a comparison between students on the previous assessment set up and observations from assessment with video.
The session will be interspersed with video clips and examples. It will also illustrate the method used by the students and staff to create the videos, the iterative process of self and peer assessment, upload the final video for assessment, and the following marking process for staff.
Conclusions will be drawn around the successes of the method and areas for improvement and consideration will be discussed. Participants will leave with a clear idea of how video has been successfully incorporated into this programme and with generic barriers to engagement and ideas to consider for wider practise.
Note: This session will focus on the process, not the product. For clarity, the product is PebblePad in conjunction with the mobile app PebblePocket.
Barman, A. (2005). Critiques on the Objective Structured Clinical Examination. Annals of the Academy of Medicine, Singapore, 34(8), 478–482.
Kirke, A., Ball, A., & Edwards, S. (2016). A new approach to confirmation of skill acquisition. PebblePad Community. Available at: https://www.pebblebash.co.uk/2016/resources/pdf/pb2016cs07.pdf [Accessed 01.03.2018]
Resources for participants
1. The PebblePad Community resource (i.e. downloadable by all) listed in the references
2. A process map illustrating the embedding of video assessment.