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0085 Use of mobile devices with video feedback to improve clinical simulation practice
  1. Alan Monaghan
  1. University of Brighton, Eastbourne, UK


Background/context The aim of this presentation is to present a project at the University of Brighton to examine the association between the use of video technology, employing sporting feedback applications and student practice preparing for Simulated OSCE’S. This method of assessment is often stressful for students. Studies revealed a general tendency to worry, perceived cognitive control of attention, demographic variables, and performance anxiety related specifically to OSCE.1 Harrison et al .2 found students that received electronic audio feedback found comments useful and 68% reported changing the way they perform skills as a result. Also reporting that they valued its highly personalised, relevant nature and found it much more useful than written feedback. According to Nichol and Macfarlane-Dick3 Feedback and Feed forward should be systematically embedded into curriculum practices.

Description of innovation or topic It is anticipated by using mobile devices to record and enhance feedback to students during OSCE practice and Simulation may improve the quality of feedback to students. Creating a more flexible and dynamic learning environment. We will present how using sports coaching applications, which initially record the students practice then recorded annotated feedback from lecturers and peers. This may provide students with feedback to progress, whilst identifying areas for support.

Improvements/outcomes Link between the use of formative video feedback and student success.

Examine whether students find this method useful and become standard practice.

Embed and improve, formative feedback in the curriculum identifying further research.

Take home messages Emerging technologies have opened up opportunities to embrace new methods to enhance feedback for students. This can be achieved in a more fluidic and effective fashion. Sometimes by embracing non clinical applications and thinking outside the box we can improve the students experience in a cost effective fashion.


  1. O’Carroll PJ, Fisher P. Metacognitions, worry and attentional control in predicting OSCE performance test anxiety’, Med Edu 2013;47(6):562–568

  2. Harrison CJ, Molyneux AJ, Blackwell S, Wass VJ. ‘How we give personalised audio feedback after summative OSCEs’, Med Teach 2015;37(4): 323–326

  3. Nicol DJ, Macfarlane‐Dick D. Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education 2006;31(2):199–218

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