Evaluation of feedback given to trainees in medical specialties

Abstract

The aim of this study was to evaluate the quality of feedback provided to specialty trainees (ST3 or higher) in medical specialties during their workplace-based assessments (WBAs). The feedback given in WBAs was examined in detail in a group of 50 ST3 or higher trainees randomly selected from those taking part in a pilot study of changes to the WBA system conducted by the Joint Royal Colleges of Physicians Training Board. They were based in Health Education Northeast (Northern Deanery) and Health Education East of England (Eastern Deanery). Thematic analysis was used to identify commonly occurring themes. Feedback was mainly positive but there were differences in quality between specialties. Problems with feedback included insufficient detail, such that it was not possible to map the progression of the trainee, insufficient action plans made and the timing of feedback not being contemporaneous (feedback not being given at the time of assessment). Recommendations included feedback should be more specific; there need to be more options in the feedback forms for the supervisor to compare the trainee's performance to what is expected and action plans need to be made.

Development of a GMC aligned curriculum for internal medicine including a qualitative study of the acceptability of ‘capabilities in practice’ as a curriculum model

“…7 A prevailing view is that the current system is overwhelming and the signing off of competencies has become a tick-box exercise. [4][5][6][7] There appears to be a 'conceptual gap' between signing off the list of competencies and the actual daily clinical tasks of physicians. 14,15 In real life, competencies are not assessed individually, for example, a trainee who is assessed on 'breaking bad news' needs to demonstrate multiple competencies such as clinical experience, medication options, communications skills and professionalism.…”

“…However, CBME has remained controversial and the methods by which trainees are currently being assessed have often been criticised as a 'tick-box approach'. [4][5][6][7] In producing the new internal medicine curriculum, we have transitioned CBME to a simplified outcomes-based approach with the objective of improving assessment and making it more realistic and valuable for both trainees and trainers. This has been achieved by incorporating the concept of entrustable professional activities (EPAs), 8 which we have called capabilities in practice (CiPs) in postgraduate physician training.…”

Watching the watchmen: an evaluation of educational supervision in a busy district general hospital

“…1 3 4 ESs are often reliant on ‘tick box’ feedback forms which can limit the quality of supervision. 5 Feedback quality is also affected by the supervisor–trainee relationship, 6 where a personality clash or non-clinical issue can affect the training provided. This has been exacerbated by the severe acute respiratory syndrome coronavirus 2 (SARS-COV-2) pandemic and the changes in clinical practice it has necessitated.…”

Friend or Foe? Embracing Feedback in Medical Training

“…Check in throughout your rotation to get specific feedback. Thematic analysis of the quality of evaluations received by residents across a variety of medical specialties identified that feedback was insufficiently detailed, not paired with actionable plans, and not given in the moment (4).…”