Impact of video feedback system on medical students’ perception of their clinical performance assessment
Open accessAbstract
BACKGROUND: Providing feedback on student performance in the clinical performance assessment (CPA) is meaningful in that it helps students understand their strengths and weaknesses. This study compared students' perception of their CPA scores before and after providing personalized video feedback. METHODS: Two identical online surveys of Year 1 medical students (N = 103) that had undergone CPA were conducted to evaluate students' perceptions about their CPA scores before and after video feedback. Students were given their test scores with assessment analysis reports immediately after completing the CPA. Top-scored students from each station agreed to provide their video-recorded performance to the rest of the students. RESULTS: After comparing their performance video and top-scored video at each station, medical students were more aware of their CPA total score, clinical performance examination (CPX) total score, score of each CPX station, section score for the CPX station, history taking section score, physical examination section score, and doctor-patient relationship section score. Moreover, students became more convinced of their own weaknesses from their history taking and patient education section after viewing video feedback than before. CONCLUSION: The use of the video feedback system might help students recognize their CPA results and identify their strengths and weaknesses.
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Immediacy can strengthen feedback's relevance and support learning by linking theory directly to practice.
“This immediacy can strengthen the feedback's relevance and support learning by linking theory directly to practice [73].”
From Formative assessment and feedback in medical education: A practical guide: AMEE Guide No. 189 (2026) · cites this paper as [73]
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Cites
A QUANTITATIVE APPROACH TO CONTENT VALIDITY<sup>1</sup>
LAWSHE, C. H. (1975) · Personnel Psychology · doi:10.1111/j.1744-6570.1975.tb01393.x · Cited by 7,313 · see citing works
Motor Control and Learning: A Behavioral Emphasis
Schmidt, R. A. (1982) · Cited by 4,813 · see citing works
Rethinking feedback practices in higher education: a peer review perspective
Nicol, D., Thomson, A., & Breslin, C. (2014) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2013.795518 · Cited by 966 · see citing works
Feedback in Higher and Professional Education
Boud, D. J., & Molloy, E. (2012) · Routledge eBooks · doi:10.4324/9780203074336 · Cited by 454 · see citing works
Feedback: Focusing attention on engagement
Price, M., Handley, K., & Millar, J. (2011) · Studies in Higher Education · doi:10.1080/03075079.2010.483513 · Cited by 442 · see citing works
Twelve tips for giving feedback effectively in the clinical environment
Ramani, S., & Krackov, S. K. (2012) · Medical Teacher · doi:10.3109/0142159x.2012.684916 · Cited by 438 · see citing works
When effect sizes disagree: The case of r and d.
McGrath, R. E., & Meyer, G. J. (2006) · Psychological Methods · doi:10.1037/1082-989x.11.4.386 · Cited by 402 · see citing works
Excellence in University Assessment: Learning from award-winning practice
Carless, D. (2015) · doi:10.4324/9781315740621 · Cited by 366 · see citing works
Janelle, C. M., Barba, D. A., Frehlich, S. G., Tennant, L. K., & Cauraugh, J. H. (1997) · Research Quarterly for Exercise and Sport · doi:10.1080/02701367.1997.10608008 · Cited by 313 · see citing works
Reconceptualising assessment feedback: A key to improving student learning?
Beaumont, C., O’Doherty, M., & Shannon, L. (2011) · Studies in Higher Education · doi:10.1080/03075071003731135 · Cited by 291 · see citing works
Personality factors and medical training: a review of the literature
Doherty, E. M., & Nugent, E. (2011) · Medical Education · doi:10.1111/j.1365-2923.2010.03760.x · Cited by 178 · see citing works
Trust and its role in facilitating dialogic feedback
Ladyshewsky, R. K. (2012) · Routledge eBooks · doi:10.4324/9780203074336-11 · Cited by 128 · see citing works
Reconceptualising Feedback in Higher Education : Developing dialogue with students
Merry, S. P. (2013) · Figshare · Cited by 119 · see citing works
Excellence in University Assessment: Learning from award-winning practice
Carless, D. R. (2015) · Figshare · Cited by 102 · see citing works
The Role of Video in Facilitating Perception and Action of a Novel Coordination Movement
Hodges, N. J., Chua, R., & Franks, I. M. (2003) · Journal of Motor Behavior · doi:10.1080/00222890309602138 · Cited by 93 · see citing works
Abdulrasheed, N., Yusuf, A. S., Abdur-Rahman, L., Babalola, O. M., Adeyeye, A. A., Popoola, A. A., & Adeniran, J. O. (2014) · Journal of surgical education · doi:10.1016/j.jsurg.2014.02.010 · Cited by 86 · see citing works
Maturational differences in undergraduate medical students’ perceptions about feedback.
Murdoch‐Eaton, D., & Sargeant, J. (2012) · Medical Education · doi:10.1111/j.1365-2923.2012.04291.x · Cited by 83 · see citing works
Learning transferable skills in large lecture halls: Implementing a POGIL approach in biochemistry
Bailey, C. P., Minderhout, V., & Loertscher, J. A. (2011) · Biochemistry and Molecular Biology Education · doi:10.1002/bmb.20556 · Cited by 75 · see citing works
A picture is worth a thousand words
Pinsky, L. E., & Wipf, J. E. (2000) · Journal of General Internal Medicine · doi:10.1046/j.1525-1497.2000.05129.x · Cited by 65 · see citing works
Enabling interprofessional education: The role of technology to enhance learning
Pulman, A., Scammell, J. M. E., & Martin, M. (2008) · Nurse Education Today · doi:10.1016/j.nedt.2008.08.012 · Cited by 56 · see citing works
Noordman, J., van der Weijden, T., & van Dulmen, S. (2014) · Journal of Advanced Nursing · doi:10.1111/jan.12376 · Cited by 52 · see citing works
Card Studies for Observational Research in Practice
Westfall, J. M., ZITTLEMAN, L. K., Staton, E. W., Parnes, B. L., Smith, P. C., Niebauer, L., Fernald, D. H., Quintela, J., Vorst, R. F. V., Dickinson, L. M., et al. (2011) · The Annals of Family Medicine · doi:10.1370/afm.1199 · Cited by 50 · see citing works
Schwenk, T. L. (1987) · Cited by 49 · see citing works
Lee, S. G., & Shin, Y. H. (2016) · Journal of Korean Academy of Nursing · doi:10.4040/jkan.2016.46.2.283 · Cited by 44 · see citing works
Self-citationHow we give personalised audio feedback after summative OSCEs
Harrison, C., Molyneux, A., Blackwell, S., & Wass, V. (2014) · Medical Teacher · doi:10.3109/0142159x.2014.932901 · Cited by 41 · see citing works
Sustainable feedback and the development of student self-evaluative capacities
Carless (2011) · The HKU Scholars Hub (University of Hong Kong) · Cited by 39 · see citing works
Wiliam, D. (2012) · Educational leadership · Cited by 38 · see citing works
Effective feedback: An indispensable tool for improvement in quality of medical education
Shrivastava, S. R., Shrivastava, P. S., & Ramasamy, J. (2014) · University of Bedfordshire Repository (University of Bedfordshire) · Cited by 36 · see citing works
The Power of Feedback: Giving, Seeking, and Using Feedback for Performance Improvement
London, M. (2014) · Cited by 35 · see citing works
Talking the talk: oracy demands in first year university assessment tasks
Doherty, C. A., Kettle, M., May, L., & Caukill, E. (2011) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2010.498775 · Cited by 32 · see citing works
Anxiety and self‐awareness in video feedback
Lindon-Morris, E., & Laidlaw, A. H. (2014) · The Clinical Teacher · doi:10.1111/tct.12103 · Cited by 22 · see citing works
Critical factors about feedback: 'They told me what I did wrong; but didn't give me any feedback'.
Groves, M. A., Mitchell, M. L., Henderson, A., Jeffrey, C. A., Kelly, M., & Nulty, D. (2015) · Journal of Clinical Nursing · doi:10.1111/jocn.12765 · Cited by 21 · see citing works
Mavis, B., Wagner, D. P., HENRY, R. C., Carravallah, L. A., Gold, J., Maurer, J., Mohmand, A., Osuch, J. R., Roskos, S. E., Saxe, A., et al. (2013) · Medical Education Online · doi:10.3402/meo.v18i0.20598 · Cited by 14 · see citing works
Formalized prescribing error feedback from hospital pharmacists: doctors' attitudes and opinions
Lloyd, M., Watmough, S. D., O'Brien, S., Furlong, N. J., & Hardy, K. J. (2015) · British Journal of Hospital Medicine · doi:10.12968/hmed.2015.76.12.713 · Cited by 11 · see citing works
Chae, Y., & Ha, Y. (2016) · Journal of Digital Convergence · doi:10.14400/jdc.2016.14.6.285 · Cited by 11 · see citing works
The Effect of Personal Character on the Results of Clinical Performance Skill Tests
Shin, S. J., Kim, K. S., & Lee, D. (2011) · Korean journal of medical education · doi:10.3946/kjme.2011.23.2.111 · Cited by 10 · see citing works
Using Video Recording in Evaluating Students’ Clinical Skills
Bautista, J. M. D., & Manalastas, R. E. C. (2017) · Medical Science Educator · doi:10.1007/s40670-017-0446-9 · Cited by 9 · see citing works
A Model For Evaluating the History Taking and Physical Examination Skills of Medical Students
Stone, H. L., Angevine, M., & Sivertson, S. E. (1989) · Medical Teacher · doi:10.3109/01421598909146278 · Cited by 8 · see citing works
An Integrative Review of Nursing Workforce Studies
Debisette, A. T., Sandvold, I., Easterling, B., & Martinelli, A. M. (2010) · Annual Review of Nursing Research · doi:10.1891/0739-6686.28.317 · Cited by 4 · see citing works
Schoenmakers, B. (2013) · Journal of General Practice · doi:10.4172/2329-9126.1000134 · Cited by 2 · see citing works
Flagged first, then by citations
Research works printed but not linked: 1
- [23]Harrison CJ Molyneux SB Blackwell S Wass VJ How we give personalised audio feedback after summative OSCEs Med Teach 2015 37 4 323 326 10.3109/0142159X.2014.932901 24989869 · DOI
Cited by
Sorted by citations
Formative assessment and feedback in medical education: A practical guide: AMEE Guide No. 189
Lipnevich, A. A., Mattern, K., & Feddock, C. (2026) · Medical Teacher · doi:10.1080/0142159x.2025.2569623 · Cited by 37 · see citing works
Ismail, N. A. S., Mageswaran, N., Bujang, S. M., & Besar, M. N. A. (2024) · Frontiers in Medicine · doi:10.3389/fmed.2024.1375982 · Cited by 15 · see citing works
Assessment in Undergraduate Competency-Based Medical Education: A Systematic Review
Gupta, S. K., & Srivastava, T. K. (2024) · Cureus · doi:10.7759/cureus.58073 · Cited by 13 · see citing works
Makrides, A., & Yeates, P. (2022) · Medical Teacher · doi:10.1080/0142159x.2021.2020232 · Cited by 13 · see citing works
Soeselo, D. A., Kusanto, A., Handini, N. S., Setiawan, J., Stephanie, I., Lie, M., & Gitasaraswati, A. A. (2022) · Medical Education Online · doi:10.1080/10872981.2021.2023937 · Cited by 6 · see citing works
Group-Based Blended Learning for Surgical Skills Training: A Randomized Controlled Study
Zhang, G., Cao, Y., Zhao, X., Zhu, X., & Mao, K. (2025) · Journal of surgical education · doi:10.1016/j.jsurg.2025.103699 · Cited by 4 · see citing works
Sequeira, A. R., Bruce, M., & Paull, M. (2023) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2023.2199955 · Cited by 4 · see citing works
Kim, S. K., Lee, Y., Hwang, H. R., & Kim, O. N. (2024) · Journal of Computer Assisted Learning · doi:10.1111/jcal.13080 · Cited by 4 · see citing works
Liu, F., & Hang, X. (2024) · Optical and Quantum Electronics · doi:10.1007/s11082-023-06243-0 · Cited by 3 · see citing works
RetractedTaylor, C., Ikiroma, A. I., Crowe, A., Felix, D. H., Grant, G., Mitchell, L., Ross, T., Saunderson, M., & Young, L. C. (2023) · BDJ Open · doi:10.1038/s41405-023-00132-0 · Cited by 3 · see citing works
Liu, B., Gong, B., Zhang, X., Lü, C., Zheng, B., & Yang, J. (2026) · BMC Medical Education · doi:10.1186/s12909-026-09104-y · Cited by 1 · see citing works
Frutiger, M., & Whillier, S. (2022) · Journal of Chiropractic Education · doi:10.7899/jce-21-31 · Cited by 1 · see citing works
Vullings, N., Maas, M. J. M., Adriaansen, M. J. M., Vermeulen, H., van der Wees, P. J., & Heinen, M. M. (2024) · Journal of Advanced Nursing · doi:10.1111/jan.16156 · Cited by 1 · see citing works
Khalafi, A., Rozbahani, S., Amiri, F., & Haghighizadeh, M. H. (2024) · Majallah-i dānishkadah-i pizishkī.Dānishgāh-i ̒ulūm-i pizishkī va khadamāt-i bihdāshtī- darmānī-i Tihrān./Majallah-i dānishkadah-i pizishkī.Dānishgāh-i ̒ulūm-i pizishkī va khadamāt-i bihdāshtī- darmānī-i Tihrān. · doi:10.61186/edcj.17.53.45 · Cited by 1 · see citing works
Introducing video content into Scars, Burns & Healing
Tridente, A. (2020) · Scars Burns & Healing · doi:10.1177/2059513120972603 · Cited by 1 · see citing works
How, N., Ren, K. Y. M., Qiu, Y., Hamann, K., Leveille, C. F., Davidson, A., Eqbal, A. J., Sardiwalla, Y., Korostensky, M. E., Duchesnay, I., et al. (2023) · Research Square · doi:10.21203/rs.3.rs-3580261/v1 · Cited by 1 · see citing works
Wearable smart glasses for first-person video analysis to evaluate nursing skills (Preprint)Preprint
Kim, S. K., Lee, Y., Hwang, H. R., & Kim, O. N. (2022) · doi:10.2196/preprints.42942
The Effects of Debriefing Methods on Athletic Training Students’ Self-Efficacy
Brzoska, A., Kupczynski, L., & Murphy, J. L. (2024) · Internet Journal of Allied Health Sciences and Practice · doi:10.46743/1540-580x/2024.2439
Mohsenzadeh, H., Farsi, Z., & Afaghi, E. (2025) · BMC Medical Education · doi:10.1186/s12909-025-06935-z
Lim, W. W., & Min, C. (2025) · Cureus · doi:10.7759/cureus.95023
Wichian, C., Tipwong, A., Siripanich, E., & Baimai, S. (2026) · Journal of Education and Health Promotion · doi:10.4103/jehp.jehp_904_25
- Authors
- Kam, B. S., Yune, S. J., Lee, S. Y., Im, S. J., & Baek, S. Y.
- Affiliations
- Pusan National University (KR)
- Pusan National University Yangsan Hospital (KR)
- Corresponding author
- Lee, Sang Yeoup
- Venue
- BMC Medical Education
- Published
- 2019-07-08
- Volume
- 19
- Issue
- 1
- Pages
- 252-252
- ISSN
- 1472-6920 (ISSN-L)
- PMC
- PMC6615181
- OpenAlex
- W2955173725
- Cited by
- 21
- References
- 40
- Citations by year
- 2026: 2 · 2025: 4 · 2024: 7 · 2023: 3 · 2022: 4 · 2020: 1
- FWCI
- 1.15
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- BMC Medical Education (publishedVersion, cc-by)
- Europe PMC (PubMed Central) (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- This study was supported by a Biomedical Research Institute Grant from Pusan National University Hospital (2016-15)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Health Sciences › Medicine › Family Practice › Clinical Reasoning and Diagnostic Skills
- Social Sciences › Education › Student Assessment and Feedback
- Keywords
- video feedback, clinical performance assessment, medical students, student perceptions, self-assessment, clinical skills assessment, medical history, physical examination, physician-patient relationship, personalized feedback
- MeSH terms
- Attitude of Health Personnel, Clinical Competence, Education, Medical, Undergraduate, Educational Measurement, Feedback, Humans, Self-Assessment, Students, Medical, Video Recording
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
