The Use of the Objective Structured Clinical Examination (OSCE) with Video-taped Feedback Assessment as a Teaching Tool of Communication Skills

Paula Nunes
Public Health and Primary Care Unit, University of the West Indies, St. Augustine Campus

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     Last modified: July 31, 2006
     Presentation date: 11/02/2006 4:15 PM in NT Manchester
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Abstract
Background:
Communication is an inevitable part of the doctor patient interaction. Poor communication skills can adversely affect the outcome of a consultation. There is therefore increasing emphasis on the teaching and assessment of communication skills in medical schools.

Aim:
To assess the potential of the OSCE with Video-taped Feedback Assessment as a Teaching Tool of Communication Skills.

Method:
Final year students were taught using traditional methods. The students were then videotaped in various clinical scenarios with a simulated patient. OSCE checklists of competence in communication skills were used to assess performance at the stations and these were marked by a lecturer. A tally of student’s performance on the checklist was collated. The videotapes were then reviewed and analysed by the student, their peers and their lecturer. After the feedback exercise students were asked to fill out a questionnaire.

Results:
The majority of students felt that the exercise helped them in their preparation for their final year examination. The videotaping of the scenario was not considered by most students to be a deterrent. Positive comments of continued use of the OSCE scenarios with video assessment feedback as an aid to learning communication skills were noted.

Conclusion:
The implementation of a highly interactive teaching tool met with a favorable response by both students and tutors.