Abstract：
UNASSIGNED: The objective structured clinical examination (OSCE) is used extensively in health and medical education to assess clinical competence. While OSCEs are not primarily designed for individual feedback, they provide an opportunity to generate meaningful and constructive feedback that students can use to reflect on areas of weakness (and strength). The most timely and effective way to incorporate individual feedback following a summative OSCE continues to be explored.
UNASSIGNED: This paper describes a novel OSCE feedback model which uses readily available summative assessment data to calculate 10% index scores. This provides information about relative station difficulty and relative individual student performance.
UNASSIGNED: An individualised feedback report was provided to every student after the OSCEs. This enables identification of stronger and weaker performance areas and composite skills, which can be utilised by all students to direct future learning.
UNASSIGNED: Providing timely, individual actionable feedback to every student following a summative OSCE is possible without impacting the examination process or examiner burden.
UNASSIGNED: A study is planned to determine the utilisation of this feedback by students and it\'s impact as a qualitative self-assessment exercise.
UNASSIGNED: This paper describes a novel OSCE feedback model which uses readily available summative assessment data to calculate 10% index scores. This provides information about relative station difficulty and relative individual student performance.
UNASSIGNED: An individualised feedback report was provided to every student after the OSCEs. This enables identification of stronger and weaker performance areas and composite skills, which can be utilised by all students to direct future learning.
UNASSIGNED: Providing timely, individual actionable feedback to every student following a summative OSCE is possible without impacting the examination process or examiner burden.
UNASSIGNED: A study is planned to determine the utilisation of this feedback by students and it\'s impact as a qualitative self-assessment exercise.
摘要：
■客观结构化临床考试（OSCE）在健康和医学教育中广泛用于评估临床能力。虽然OSCEs主要不是为个人反馈而设计的，他们提供了一个机会来产生有意义的和建设性的反馈，学生可以用它来反映的弱点（和优势）。在OSCE总结性会议之后，继续探索纳入个人反馈的最及时和有效的方法。
■本文描述了一种新颖的OSCE反馈模型，该模型使用现成的总结性评估数据来计算10％的指数得分。这提供了有关相对站难度和相对个人学生表现的信息。
■在OSCE之后，向每位学生提供了个性化的反馈报告。这可以识别较强和较弱的表现领域和复合技能，所有学生都可以利用它来指导未来的学习。
■及时提供，在总结性OSCE之后，可以对每个学生进行个人可操作的反馈，而不会影响考试过程或考官负担。
■计划进行一项研究，以确定学生对这种反馈的利用及其作为定性自我评估练习的影响。
■本文描述了一种新颖的OSCE反馈模型，该模型使用现成的总结性评估数据来计算10％的指数得分。这提供了有关相对站难度和相对个人学生表现的信息。
■在OSCE之后，向每位学生提供了个性化的反馈报告。这可以识别较强和较弱的表现领域和复合技能，所有学生都可以利用它来指导未来的学习。
■及时提供，在总结性OSCE之后，可以对每个学生进行个人可操作的反馈，而不会影响考试过程或考官负担。
■计划进行一项研究，以确定学生对这种反馈的利用及其作为定性自我评估练习的影响。
