Table 3 Categories used to code the content of the feedback and related definitions
From: The quality of feedback during formative OSCEs depends on the tutors’ profile
Category | Definition | Example |
|---|---|---|
Content – history taking | Number of items mentioned and/or discussed regarding history taking during the feedback session | It is good that you asked about the presence of shortness of breath |
Don’t forget to ask about the past history | ||
Content – physical examination | Number of items related to diagnosis and management mentioned and/or discussed regarding the physical examination during the feedback session | Your physical exam was systematic |
You did not palpate the spleen | ||
Content – explanation and planning-ending the session | Number of items mentioned and/or discussed regarding the suspected diagnosis and management | The diagnosis was correct |
Content – communication skills | Number of items related to communication skills mentioned and/or discussed during the feedback session | I liked the way you responded to the patients’ emotions |
You used jargon during the encounter | ||
Elaboration – clinical reasoning | Number of times the tutor elaborated in directive or facilitative way on the importance or relevance of collecting such items during the feedback session | Why is it important to ask about gynecological complaints in a young woman with abdominal pain? (facilitative) |
Elaboration – communication/professionalism | Number of times the tutor elaborated in directive or facilitative way on the importance of professionalism or communication | Do not forget to explore patients’ beliefs and emotions: it will influence the way you will explain the diagnosis (directive) |