Video-based assessment of clinical skills in medical education: A mixed-methods study

Abstract

Objective: Video-based assessment (VBA) is increasingly used in medical education as a method to evaluate clinical skills objectively and flexibly. However, limited research has focused on students’ and faculty members’ perceptions regarding its implementation, feasibility and perceived educational value. This study aimed to evaluate the experiences, perceptions, and satisfaction levels of third-year medical students and faculty members regarding the use of VBA in clinical examination skills training. Methodology: The descriptive mixed-methods study involved 275 third-year medical students at Aydın Adnan Menderes University during a two-week period in May 2025. After participating in a VBA via Google Classroom, students completed a structured questionnaire. Focus groups were conducted with students and faculty evaluators. All participants provided informed consent. Quantitative data were analyzed using descriptive and non-parametric tests, while qualitative data were examined through thematic analysis. Results: Students generally reported that the VBA supported self-reflection, supported their clinical skills learning and provided flexibility. However, students also expressed concerns about technological barriers and increased stress. Questionnaire item means ranged from 3.09 to 4.11; the mean scores for increased self-confidence, suitability of VBA, and perceived objectivity were 4.08±1.04, 3.76±1.09 and 3.75±1.14, respectively. Faculty appreciated the standardization, asynchronous assessment opportunities, and perceived objectivity of the system. Provide numbers in results Conclusion: VBA was generally perceived as a valuable approach for clinical skills assessment by students and faculty. Participants reported perceived benefits related to self-reflection, professional development, and assessment flexibility, while technological, logistical, and time-related challenges were also identified.