E-LEARNING INTEGRATED WITH STRUCTURED FEEDBACK- A CLINICAL PHYSIOLOGY TEACHING TOOL

Abstract Background: The present study aims to investigate student’s experiences of E-learning using OSCE videos integrated with feedback to learn clinical skills. There is growing emphasis on improving the teaching and learning of clinical skills in CBME curriculum [1]. To achieve this purpose, previous research shows that E-learning is effective in imparting clinical education. There is paucity of studies to evaluate clinical skills learnt using OSCE based E-learning videos integrated with feedback among Phase I MBBS students. More exploration is needed on evaluation of effectiveness of Clinical lab sessions in Physiology department for Phase I MBBS students Methodology: Prospective, non-randomized, interventional study was conducted among 250 Phase I MBBS students in Physiology lab. Physiology faculty members were sensitised to uniform teach clinical skills using OSCE checklist based video modules. Students were asked to perform the clinical skills learnt using OSCE checklist based E-learning videos. This was immediately followed with 1:1 feedback on performance. Following this, OSCE sessions in the same topics were evaluated after 3 weeks. OSCE scores were recorded in both sessions. Validated feedback questionnaires were administered to the students and faculties and feedback was collected. Results: 86% of the students felt convinced with the structured points of the feedback given by the faculties ( p-value = 0.03271, significant, Table-1, 2). 74% of the students also agreed that the learning gaps that have to be addressed is more clearer to them after learning and performance, based on OSCE video sessions followed by feedback. There was significant increase in the OSCE sores of Phase I MBBS students after demonstration of clinical skills learnt using OSCE based E-learning videos followed by 1:1 structured feedback. Conclusion: It is therefore concluded that OSCE Video instructions, as a form of E-learning, followed by practice in clinical sessions integrated with feedback sessions can be an effective teaching-learning tool for both the students and faculties.