Yeates, P ORCID: https://orcid.org/0000-0001-6316-4051, Moult, A ORCID: https://orcid.org/0000-0002-9424-5660, Lefroy, J ORCID: https://orcid.org/0000-0002-2662-1919, Walsh-House, J, Clews, L, McKinley, RK ORCID: https://orcid.org/0000-0002-3684-3435 and Fuller, R (2020) Understanding and developing procedures for video-based assessment in medical education. Medical Teacher.

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Abstract

Introduction
Novel uses of video aim to enhance assessment in health-professionals education. Whilst these uses presume equivalence between video and live scoring, some research suggests that poorly understood variations could challenge validity. We aimed to understand examiners’ and students’ interaction with video whilst developing procedures to promote its optimal use.

Methods
Using design-based research we developed theory and procedures for video use in assessment, iteratively adapting conditions across simulated OSCE stations. We explored examiners’ and students’ perceptions using think-aloud, interviews and focus group. Data were analysed using constructivist grounded-theory methods.

Results
Video-based assessment produced detachment and reduced volitional control for examiners. Examiners ability to make valid video-based judgements was mediated by the interaction of station content and specifically selected filming parameters. Examiners displayed several judgemental tendencies which helped them manage videos’ limitations but could also bias judgements in some circumstances. Students rarely found carefully-placed cameras intrusive and considered filming acceptable if adequately justified.

Discussion
Successful use of video-based assessment relies on balancing the need to ensure station-specific information adequacy; avoiding disruptive intrusion; and the degree of justification provided by video’s educational purpose. Video has the potential to enhance assessment validity and students’ learning when an appropriate balance is achieved.

Item Type: Article
Additional Information: © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. This is an open access article distributed under the terms of the Creative Commons CC BY license, which permits unrestricted use, distribution, reproduction in any medium, provided the original work is properly cited. You are not required to obtain permission to reuse this article in part or whole.
Uncontrolled Keywords: Objective Structured Clinical Examinations (OSCEs), performance assessment, video-based assessment, assessor cognition, validity
Subjects: R Medicine > R Medicine (General)
R Medicine > R Medicine (General) > R735 Medical education. Medical schools. Research
T Technology > T Technology (General)
Divisions: Faculty of Medicine and Health Sciences > School of Medicine
Depositing User: Symplectic
Date Deposited: 05 Aug 2020 13:07
Last Modified: 20 Aug 2020 08:47
URI: https://eprints.keele.ac.uk/id/eprint/8470

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