Memory, credibility and insight: How video-based feedback promotes deeper reflection and learning in objective structured clinical exams.

Introduction: Providing high-quality feedback from Objective Structured Clinical Exams (OSCEs) is important but challenging. Whilst prior research suggests that video-based feedback (VbF), where students review their own performances alongside usual examiner feedback, may usefully enhance verbal or written feedback, little is known about how students experience or interact with VbF or what mechanisms may underly any such benefits.

Methods: We used social constructive grounded theory to explore students' interaction with VbF.