Best practice for assessment

Harden, Ronald M.; Lilley, Pat

doi:10.1080/0142159x.2018.1513804

Cited by 10 publications

(13 citation statements)

References 20 publications

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“…Consequently, these aspects of assessing professionalism affirms the fact that medical professionalism cannot be restricted to a "standardised and reductionist" definition and assessment method. 2,31,137 Rather, these findings underline the need for a portfolio-based assessment program 4,122 where a mixture of generalised tools and context-specific 'specialised' assessment methods can be employed to assess competencies and milestones achieved. The portfolio must also consider the prevailing practice culture, availability of resources and receptivity of its implementation to ensure the sustainability of professionalism assessment.…”

Section: Discussionmentioning

confidence: 99%

“…The limited scope of this review also saw the exclusion of closely associated concepts such as professional identity formation and ethics 31 which may have hampered a holistic picture of assessment practices in medical professionalism. 2,31,137 Due to time, manpower and resource constraint, the exclusion of other health professional literature may have also led to the omission of key ideas potentially transferable to the field of medical education.…”

Section: Limitationsmentioning

confidence: 99%

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Assessing Professionalism in Medicine – A Scoping Review of Assessment Tools from 1990 to 2018

Tay

Hee

et al. 2020

Journal of Medical Education and Curricular Development

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Background: Medical professionalism enhances doctor-patient relationships and advances patient-centric care. However, despite its pivotal role, the concept of medical professionalism remains diversely understood, taught and thus poorly assessed with Singapore lacking a linguistically sensitive, context specific and culturally appropriate assessment tool. A scoping review of assessments of professionalism in medicine was thus carried out to better guide its understanding. Methods: Arksey and O’Malley’s (2005) approach to scoping reviews was used to identify appropriate publications featured in four databases published between 1 January 1990 and 31 December 2018. Seven members of the research team employed thematic analysis to evaluate the selected articles. Results: 3799 abstracts were identified, 138 full-text articles reviewed and 74 studies included. The two themes identified were the context-specific nature of assessments and competency-based stages in medical professionalism. Conclusions: Prevailing assessments of professionalism in medicine must contend with differences in setting, context and levels of professional development as these explicate variances found in existing assessment criteria and approaches. However, acknowledging the significance of context-specific competency-based stages in medical professionalism will allow the forwarding of guiding principles to aid the design of a culturally-sensitive and practical approach to assessing professionalism.

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Section: Discussionmentioning

confidence: 99%

Section: Limitationsmentioning

confidence: 99%

Assessing Professionalism in Medicine – A Scoping Review of Assessment Tools from 1990 to 2018

Tay

Hee

et al. 2020

Journal of Medical Education and Curricular Development

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“…Brazilian medical schools’ faculty development programmes are unsatisfactory, particularly in public schools, although the importance of these programmes is very clear in the medical education literature and it is very nicely demonstrated in the book by Harden and Lilley, The Eight Roles of the Medical Teacher [ 51 ].…”

Section: Discussionmentioning

confidence: 99%

Differences in clerkship development between public and private Brazilian medical schools: an overview

et al. 2020

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Background Around the world, it is very expensive to become a physician. Although public medical schools are less expensive than private medical schools, tuition fees are charged at public medical schools in the majority of countries. In Brazil, public medical schools, with the exception of municipal schools, are free. There has been little investigation of any differences in conditions offered by paid or free medical schools or what occurs in public and private clerkships in Brazil. We investigated the clerkship conditions offered to the students in both public and private Brazilian medical schools by gathering the opinions of clerkship coordinators and others responsible for clerkships. Methods A cross-sectional, descriptive, analytical study using an electronic questionnaire was answered by clerkship coordinators to compare the clerkships of 30 public and 38 private Brazilian medical schools from all regions of the country. The questionnaires covered various aspects of the clinical environments, student supervision, faculty development, student assessments, rotation evaluations and extracurricular activities developed by students. Results We observed significant differences between public and private medical schools in several aspects investigated. Based on the opinions of the clerkship coordinators, with the exception of access to university hospitals, which was predominantly offered by public medical schools, private medical schools offer better clerkship conditions. The main differences were related to the number of positions, infrastructure, clinical learning environments, faculty development, student assessments, rotation evaluations and students’ extracurricular activities. Conclusion This is the first study comparing Brazilian medical clerkships in private and public medical schools and provides a general vision of these programmes. It is necessary to further investigate clerkship development in the Brazilian medical school system and to study the differences between private and public medical schools globally.

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“…10,11 Providing specific constructive feedback to learners and from learners remains challenging in medical education, a consequence at least in part of what has been described as a culture of "politeness and saving face," 12 and one where learners are considered more as "consumers of education" than equal partners. 3,13 In clinical workplaces, the term upward feedback indicates verbal feedback from a trainee (eg, resident/postgraduate trainee) to their clinical supervisor, and we use this term to indicate feedback conversations, not evaluations. 14 Although research indicates that specific comments with suggestions for improvement from learners are more effective than numerical ratings in improving clinical teachers' performance, 15,16 faculty perceptions of the credibility of anonymous written feedback are variable.…”

mentioning

confidence: 99%

mentioning

confidence: 99%

Only When They Seek: Exploring Supervisor and Resident Perspectives and Positions on Upward Feedback

Ramani

Lee-Krueger

Ordons

et al. 2022

J Contin Educ Health Prof

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Introduction:Verbal feedback from trainees to supervisors is rare in medical education, although valuable for improvement in teaching skills. Research has mostly examined narrative comments on resident evaluations of their supervisors. This study aimed to explore supervisors' and residents' beliefs and experiences with upward feedback, along with recommendations to initiate and facilitate effective conversations.Methods:Using 60-minute focus group discussions, a previous study explored opinions of internal medicine residents and clinical supervisors at the Brigham and Women's Hospital regarding the impact of institutional culture on feedback conversations. For this study, we conducted a thematic analysis of the transcribed, anonymous data to identify key concepts pertaining only to verbal upward feedback, through the theoretical lens of Positioning theory.Results:Twenty-two supervisors and 29 residents participated in three and five focus groups, respectively. Identified themes were mapped to three research questions regarding (1) existing beliefs (lack of impact, risks to giving supervisors feedback, need for preparation and reflection), (2) experiences (nonspecific language, avoidance of upward feedback, bypassing the supervisor), and (3) recommended approaches (setting clear expectations, seeking specific feedback, emphasizing interest in growth).Discussion:Study participants appeared to assume learner–teacher positions during feedback conversations, resulting in residents' concerns of adverse consequences, beliefs that supervisors will neither accept feedback nor change their behaviors, and avoidance of constructive upward feedback. Residents suggested that emphasis on mutual professional growth and regular feedback seeking by supervisors could encourage them to take on the role of feedback providers. Their recommendations could be a valuable starting point for faculty development initiatives on upward feedback.

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Best practice for assessment

Cited by 10 publications

References 20 publications

Assessing Professionalism in Medicine – A Scoping Review of Assessment Tools from 1990 to 2018

Assessing Professionalism in Medicine – A Scoping Review of Assessment Tools from 1990 to 2018

Differences in clerkship development between public and private Brazilian medical schools: an overview

Only When They Seek: Exploring Supervisor and Resident Perspectives and Positions on Upward Feedback

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