Adding a structured reflection immediately after an OSCE can provide information about crucial cognitive and subjective processes that affect student performance behaviours.

Adding a structured reflection immediately after an OSCE can provide information about crucial cognitive and subjective processes that affect student performance behaviours. Based on the educator’s goals, reflections can be used to assess the way in which students conceptualize the situation in the scenario, use theoretical and empirical knowledge to make assessments, plan interventions, manage their emotional reactions, and self-assess their performance. Since the rater observes the performance and reviews the reflections, a holistic view of competence emerges.

(Source: Bogo, M., Regehr, C., Katz, E., Logie, C., & Mylopoulos, M. (2011). Developing a Tool for Assessing Students’ Reflections on Their Practice. Social Work Education 30(2), 186-195. Bogo, M., Katz, E., Regehr, C., Logie, C., Mylopoulos, M., & Tufford, L. (2013). Toward understanding meta-competence: An analysis of students’ reflection on their simulated interviews. Social Work Education 32(2):259-273).