A Qualitative Descriptive Study Exploring Student Experiences of Video-Recorded Clinical Skills Assessments

This study aimed to explore midwifery students’ experiences and perceptions of completing a video-recorded clinical skills assessment, focusing on learning, confidence, self-reflection and skill development. Traditional assessment methods in midwifery education, such as written exams and OSCEs, have been criticised for lacking authenticity and failing to prepare students for real-world practice. Authentic assessment, emphasising real-life tasks and reflection, is increasingly valued in health professions education. Video-based self-assessment offers opportunities for metacognition and skill development, yet evidence in midwifery contexts remains limited. A descriptive qualitative design was employed. Four online focus groups were conducted with second-semester Bachelor of Midwifery students who had completed a video-recorded skills assessment on either abdominal palpation or vaginal examination. Data were audio-recorded, transcribed, and analysed using Braun and Clarke’s thematic analysis framework. Nine themes emerged: authenticity and practicality, self-reflection, confidence gains, preparation strategies, technical/logistical aspects, social dynamics, impact on clinical practice, challenges, and preference for video assessment over OSCEs. Students valued the authenticity and flexibility of video assessment, reported enhanced confidence, especially when attempting unfamiliar skills, and highlighted the benefits of self-review. Technical issues and manikin realism were noted as challenges. Video-based assessment fostered deeper learning and confidence while reducing anxiety compared to OSCEs. Reflection and psychological safety were pivotal. Flexibility supported engagement but requires clear guidance. Video-recorded assessments offer an authentic, reflective, and confidence-building approach in midwifery education. Future research should examine long-term impacts and strategies for integrating technology-enhanced assessments alongside traditional methods.