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Improving the accuracy of self-assessment of practical clinical skills using video feedback The importance of including benchmarks

机译：利用视频反馈提高对临床实践技能自我评估的准确性包含基准的重要性

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Isolated video recording has not been demonstrated to improve self-assessment accuracy. This study examines if the inclusion of a defined standard benchmark performance in association with video feedback of a student's own performance improves the accuracy of student self-assessment of clinical skills. Methods: Final year medical students were video recorded performing a standardised suturing task in a simulated environment. After the exercise, the students self-assessed their performance using global rating scales (GRSs). An identical self-assessment process was repeated following video review of their performance. Students were then shown a video-recorded 'benchmark performance', which was specifically developed for the study. This demonstrated the competency levels required to score full marks (30 points). A further self-assessment task was then completed. Students' scores were correlated against expert assessor scores. Results: A total of 31 final year medical students participated. Student self-assessment scores before video feedback demonstrated moderate positive correlation with expert assessor scores (r=0.48, p<0.01) with no change after video feedback (r=0.49, p<0.01). After video feedback with benchmark performance demonstration, self-assessment scores demonstrated a very strong positive correlation with expert scores (r=0.83, p<0.0001). Conclusions: The demonstration of a video-recorded benchmark performance in combination with video feedback may significantly improve the accuracy of students' self-assessments.
机译：尚未证明隔离视频录制可提高自我评估的准确性。这项研究研究了将定义的标准基准表现与学生自身表现的视频反馈相结合是否可以提高学生对临床技能的自我评估的准确性。方法：对最后一年的医学生进行录像，在模拟环境中执行标准化的缝合任务。练习后，学生使用全球评分表（GRS）对自己的表现进行自我评估。在对他们的表现进行视频审查之后，重复了相同的自我评估过程。然后，向学生展示了专门为该研究开发的视频录制的“基准表现”。这证明了获得满分（30分）所需的能力水平。然后完成了另一项自我评估任务。学生的分数与专家评估者的分数相关。结果：总共31名最后一年的医学生参加了研究。视频反馈前的学生自我评估得分与专家评估者得分呈中等正相关（r = 0.48，p <0.01），视频反馈后无变化（r = 0.49，p <0.01）。在通过视频反馈进行基准性能演示后，自我评估得分与专家得分之间显示出非常强的正相关性（r = 0.83，p <0.0001）。结论：结合视频反馈演示视频录制的基准性能可以显着提高学生自我评估的准确性。

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