Engaging clinical examiners with structured feedback to enhance assessment practices

Figures & data

Figure 1. A bar graph showing Examiner 1’s scores given to each of the students in a station (Wong et al. 2020).

Figure 2. Boxplots comparing an examiner’s score with the other examiners in the same station (Wong et al. 2020).

Figure 3. A bar graph comparing an examiner’s mean percentage score given to students with the entire cohort of examiners (Wong et al. 2020).

Table 1. Two themes and the associated enablers and barriers that influenced the effectiveness of structured feedback.

Themes	Enablers	Barriers
1. Examiners’ perceptions	Enabler 1.1: Usefulness of feedback	Barrier 1.1 Confidence in the appropriateness of the adopted assessment practices
2. Practical functions	Enabler 2.1: As a communication channel Enabler 2.2: As a means of comparing examiners’ marking behaviour with those of the cohort Enabler 2.3: As a means of facilitating examiners’ self-reflection on marking behaviour	Barrier 2.1 Difficulties in interpreting the feedback

Wong WYA, Roberts C, Thistlethwaite J. 2020. Impact of structured feedback on examiner judgements in objective structured clinical examinations (OSCEs) using generalisability theory. Health Prof Educ. 6(2):271–281.

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