The digital pen as a novel device to facilitate the feedback process

Background: To improve clinical performance assessment, checklist data should be immediately available to students to offer them detailed feedback and be stored in a database for quality assurance purposes. Aim: To introduce the digital pen as clinical performance assessment tool, report examiner satisfaction and explore the utility of generated checklist data for quality assurance purposes. Methods: The digital pen technology transmits examiners’ handwritten assessments to a database and exports PDF-files to students’ mailboxes. Descriptive statistical analysis of examiner satisfaction and the generated checklist data was performed. Results: The examiners were satisfied with the digital pen. Valuable data were obtained to improve objective structured clinical examination stations and rating criteria, identify training needs for future students and provide examiners with feedback on their rating skills. Conclusion: The digital pen technology is a practical device for sending completed checklists to students and providing valuable data for quality assurance purposes.

[1]  E. Petrusa.  Clinical Performance Assessments , 2002 .

[2]  Diana H. J. M. Dolmans,et al.  International handbook of research in medical education , 2002 .

[3]  Gordon Page,et al.  Guidelines for assessing clinical competence , 1994 .

[4]  R. Hambleton,et al.  Quality Assurance Methods for Performance-Based Assessments , 2003, Advances in health sciences education : theory and practice.

[5]  J. Shatzer,et al.  For Personal Use Only. Reproduce with Permission from the Lancet Publishing Group. Standard Setting Assessment of Clinical Competence Medical Education Quartet , 2022 .

[6]  S. J. Motowidlo,et al.  Effects of Accountability on Rating Behavior and Rater Accuracy , 2003 .

[7]  Ina Treadwell,et al.  The usability of personal digital assistants (PDAs) for assessment of practical performance , 2006, Medical education.

[8]  D. Dolmans,et al.  A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8 , 2006, Medical teacher.

[9]  D. Irby,et al.  Assessment in medical education. , 2007, The New England journal of medicine.

[10]  Larry Ambrose,et al.  The power of feedback. , 2002, Healthcare executive.

[11]  A. Epstein,et al.  Pay for performance at the tipping point. , 2007, The New England journal of medicine.

[12]  Schmidts Mb,et al.  OSCE logistics – handheld computers replace checklists and provide automated feedback , 2000 .

[13]  C. V. D. Vleuten,et al.  The assessment of professional competence: Developments, research and practical implications , 1996 .

[14]  C. V. D. van der Vleuten.  The assessment of professional competence: Developments, research and practical implications. , 1996, Advances in health sciences education : theory and practice.

[15]  R. Epstein.  Assessment in medical education. , 2007, The New England journal of medicine.

[16]  R. Seneviratne,et al.  ‘Hawks’ and ‘doves’: effect of feedback on grades awarded by supervisors of student selected components , 2009, Medical teacher.