Pavla Simerska Taylor¹
1 MD Program, School of Medicine and Dentistry, Griffith University 

Background
Improving feedback quality in Objective Structured Clinical Examinations (OSCEs) is crucial for enhancing student learning.[1] However, providing timely, constructive and comprehensive feedback in OSCEs presents challenges mainly due to time constraints. This study addresses these challenges by exploring innovative strategies to enhance feedback quality and promote effective learning outcomes. 

Summary of work
Mixed-methods were used to investigate strategies for improving quality of feedback in OSCEs. Focus interviews with students and OSCE staff members highlighted the issues. Simple changes such as increased reading/feedback writing time and centralised prompts are introduced, and both qualitative and quantitative data (volume and quality of feedback provided) collected and evaluated. 

Results
Our evaluation showed student dissatisfaction with quality of OSCE feedback and examiners task overload. Data from 3 OSCEs over 2 years consisting of 56 stations and over 600 medical students were analysed and will be discussed. 

Discussion
The results highlight the need for enhancing student feedback in OSCEs. Proposed strategies offer promising solutions to enhance student learning experience while also supporting examiners in providing more effective feedback. 

Conclusions
Introduction of a longer reading time in OSCEs can not only reduce anxiety of students but more importantly provide examiners with more time to complete marking and constructive, quality feedback. Other adjustments creating more time for feedback provision are also discussed. 

Take-home messages / implications for further research or practice 
The findings of this study highlight that the implementation of simple adjustments and strategies can enhance the quality of feedback in OSCEs fostering thus supportive learning experiences for medical students. 

References (maximum three) 

1. Alsahafi A, Ling DLX, Newell M and Kropmans T. A systematic review of effective quality feedback measurement tools used in clinical skills assessment [version 2; peer review: 2 approved]. MedEdPublish 2023, 12:11 (https://doi.org/10.12688/mep.18940.2)