A qualitative study on trainees’ and supervisors’ perceptions of assessment for learning in postgraduate medical education

Dijksterhuis, Marja; Schuwirth, Lambertus; Braat, D.D.M.; Teunissen, Pim W.; Scheele, Fedde

doi:10.3109/0142159x.2012.756576

Cited by 69 publications

(77 citation statements)

References 49 publications

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“…This led to a situationally bound assessment of the potential costs and merits of getting feedback, which in turn influenced the timing, topic, source, and method of feedback-seeking. A study on the level of active engagement in formative assessment by trainees and supervisors, added the credibility of feedback to the list of influences and also found that supportiveness of the learning environment was important for feedback facilitation (Dijksterhuis et al 2013). These findings are corroborated by what other researchers have found (Sargeant et al 2005(Sargeant et al , 2011Watling et al 2012).…”

Section: Learning Learners and Labelsmentioning

confidence: 51%

Experience, trajectories, and reifications: an emerging framework of practice-based learning in healthcare workplaces

Teunissen

2014

Adv in Health Sci Educ

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105

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Learning by working is omnipresent in healthcare education. It enables people to learn how to perform, think, and interact in ways that work for their specific context. In this paper, I review my approach to studying this process. It centers on the question why healthcare professionals do what they do and how their actions and learning are intertwined. The aim of this paper is to illustrate what I have learned from the research I have been involved in, in such a way that it enables other researchers, educators, and clinicians to understand and study practice-based learning in healthcare workplaces. Therefore, I build on a programmatic line of research to present a framework of practice-based learning consisting of three inextricably linked levels of analysis. The first level focuses on how situations lead to personal experiences, the second level looks at strings of experiences that lead to multiple trajectories, and the third level deals with reifications arising from recurrent activities. This framework, and its interrelations and inherent tensions, helps to understand why healthcare workplaces can be both a powerful learning environment and a frustratingly hard place to change.

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Section: Learning Learners and Labelsmentioning

confidence: 51%

Experience, trajectories, and reifications: an emerging framework of practice-based learning in healthcare workplaces

Teunissen

2014

Adv in Health Sci Educ

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105

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“…Consistent with prior studies, participants in our focus groups described the importance of teachers creating a safe environment for feedback. 18,23 Residents also described the importance of the learner in feedback-seeking; specifically, the learner who critically reflected on his or her performance, and demonstrated openness and engagement to feedback, facilitated effective feedback processes. 24,25 While our residents described the importance of continuity in a teacher-learner relationship, they pointed out that logistics and the competing tasks of patient care and education often left little time for feedback.…”

Section: Discussionmentioning

confidence: 99%

Barriers and Facilitators to Effective Feedback: A Qualitative Analysis of Data From Multispecialty Resident Focus Groups

Reddy¹,

Zegarek²,

Fromme³

et al. 2015

Journal of Graduate Medical Education

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Background Despite the importance of feedback, the literature suggests that there is inadequate feedback in graduate medical education. Objective We explored barriers and facilitators that residents in anesthesiology, emergency medicine, obstetrics and gynecology, and surgery experience with giving and receiving feedback during their clinical training. Methods Residents from 3 geographically diverse teaching institutions were recruited to participate in focus groups in 2012. Open-ended questions prompted residents to describe their experiences with giving and receiving feedback, and discuss facilitators and barriers. Data were transcribed and analyzed using the constant comparative method associated with a grounded theory approach. Results A total of 19 residents participated in 1 of 3 focus groups. Five major themes related to feedback were identified: teacher factors, learner factors, feedback process, feedback content, and educational context. Unapproachable attendings, time pressures due to clinical work, and discomfort with giving negative feedback were cited as major barriers in the feedback process. Learner engagement in the process was a major facilitator in the feedback process. Conclusions Residents provided insights for improving the feedback process based on their dual roles as teachers and learners. Time pressures in the learning environment may be mitigated by efforts to improve the quality of teacher-learner relationships. Forms for collecting written feedback should be augmented by faculty development to ensure meaningful use. Efforts to improve residents' comfort with giving feedback and encouraging learners to engage in the feedback process may foster an environment conducive to increasing feedback.

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“…5,15 Yet the effectiveness of feedback and its subsequent impact on learning are thought to increase when learners and supervisors engage in meaningful relationships over time and when learners receive credible feedback, which is more likely to occur when learners have an opportunity to demonstrate improvement. 16 This heightens the importance of developing strategies to provide students with opportunities to progress in the current inpatient environment. Some students in our study described experiences in which they thought they did grow as physicians, when attending physicians found ways to establish a relationship with them and provide meaningful feedback in the short period of time they spent together.…”

Section: Discussionmentioning

confidence: 99%

Medical Students’ Experiences Working With Frequently Rotating Pediatric Inpatient Attending Physicians

Seltz

Montgomery

Lane

et al. 2014

Hospital Pediatrics

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OBJECTIVE: To explore medical students' experiences working with frequently rotating pediatric inpatient attending physicians. METHODS:We performed a qualitative study using focus groups and individual interviews of medical students who rotated on the general pediatric inpatient service at Children's Hospital Colorado. The majority of inpatient pediatric attending physicians worked 1-week blocks. We used a semistructured interview guide and analyzed data using the constant comparative method. In accordance with the grounded theory method, codes were developed using an iterative approach, and major themes were identifi ed. Analysis indicated theoretical saturation was achieved. We created a theory that arose from analysis of the data. RESULTS:Twenty-seven medical students participated. Data analysis yielded 6 themes: learning climate, continuity, student resilience, opportunity to progress, growth into a physician, and evaluation. In the learning climate, the emotional environment was often stressful, although students valued exposure to different patient care and teaching styles. Senior resident continuity promoted student function; lack of continuity with attending physicians inhibited relationship development. Students were resilient in adjusting to changing faculty with different expectations. In the context of frequently rotating faculty, students had diffi culty showing improvement to a single attending physician after feedback, which limited students' opportunities to progress. Students perceived summative evaluation as less meaningful in the absence of having a relationship with their attending physicians. CONCLUSIONS:Medical students valued exposure to different patient care and teaching styles. However, frequently changing attending physicians caused students stress and limited students' perceived ability to achieve and show professional growth. Medical Students' Experiences Working With Frequently Rotating Pediatric Inpatient Attending PhysiciansHospitalists, general pediatricians, and pediatric subspecialists are responsible for important aspects of medical student education in inpatient settings.

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A qualitative study on trainees’ and supervisors’ perceptions of assessment for learning in postgraduate medical education

Cited by 69 publications

References 49 publications

Experience, trajectories, and reifications: an emerging framework of practice-based learning in healthcare workplaces

Experience, trajectories, and reifications: an emerging framework of practice-based learning in healthcare workplaces

Barriers and Facilitators to Effective Feedback: A Qualitative Analysis of Data From Multispecialty Resident Focus Groups

Medical Students’ Experiences Working With Frequently Rotating Pediatric Inpatient Attending Physicians

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