Synchronous Workshop Feedback Model for OSCE Development
Author Information
Author(s): Gondhalekar Anjali, Arfeen Zakia, Mohsen Lamiaa, Shabrawy Marwa el, Mokhtar Hend, Rashid Mohammed Ahmed
Primary Institution: University College London
Hypothesis
Can a synchronous workshop model improve the feedback process for OSCE assessments in an international education partnership?
Conclusion
The synchronous workshop model enhanced the feedback process and improved collaboration between faculty members from UCL and NGU.
Supporting Evidence
- Participants found the synchronous workshop more useful than written feedback alone.
- 83% of participants agreed that the workshop allowed for deeper discussions.
- Live edits during the session helped address faculty needs effectively.
- Feedback forms indicated a positive reception of the workshop format.
Takeaway
This study shows that having real-time discussions during workshops helps teachers give better feedback on exams, making it easier for everyone to understand and improve.
Methodology
A synchronous workshop was co-designed to provide real-time feedback on OSCE assessment materials, involving small group discussions among faculty members.
Limitations
The study does not specify the number of participants or the diversity of feedback received.
Participant Demographics
Faculty members from University College London and New Giza University.
Digital Object Identifier (DOI)
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