How we give personalised audio feedback after summative OSCEs

Christopher J Harrison* (Corresponding Author), Adrian J Molyneux, Sara Blackwell, Valerie J Wass

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

19 Citations (Scopus)


BACKGROUND: Students often receive little feedback after summative objective structured clinical examinations (OSCEs) to enable them to improve their performance. Electronic audio feedback has shown promise in other educational areas.

AIM: We investigated the feasibility of electronic audio feedback in OSCEs.

METHODS: An electronic OSCE system was designed, comprising (1) an application for iPads allowing examiners to mark in the key consultation skill domains, provide "tick-box" feedback identifying strengths and difficulties, and record voice feedback; (2) a feedback website giving students the opportunity to view/listen in multiple ways to the feedback. Acceptability of the audio feedback was investigated, using focus groups with students and questionnaires with both examiners and students.

RESULTS: 87 (95%) students accessed the examiners' audio comments; 83 (90%) found the comments useful and 63 (68%) reported changing the way they perform a skill as a result of the audio feedback. They valued its highly personalised, relevant nature and found it much more useful than written feedback. Eighty-nine per cent of examiners gave audio feedback to all students on their stations. Although many found the method easy, lack of time was a factor.

CONCLUSIONS: Electronic audio feedback provides timely, personalised feedback to students after a summative OSCE provided enough time is allocated to the process.

Original languageEnglish
Pages (from-to)323-326
Number of pages4
JournalMedical Teacher
Issue number4
Early online date3 Jul 2014
Publication statusPublished - Apr 2015


  • Clinical Competence
  • Computers, Handheld
  • Educational Measurement/methods
  • Feedback, Sensory
  • Formative Feedback
  • Humans
  • Mobile Applications


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