Experts by experience; the views of service user educators providing feedback on medical students' work based assessments

Assessment as the Site of Power: A Bourdieusian Interrogation of Service User and Carer Involvement in the Assessments of Social Work Students

“…Consistent with previous studies, the narratives revealed that although service users had been given a voice in students' assessments (Dearnley et al, 2011;Debyser et al, 2011;Duffy et al, 2013;Muir and Laxton, 2012;Skilton, 2011;Skoura-Kirk et al, 2013;Stacey et al, 2012;Stickley et al, 2010;, summative assessment decisions that affect progression remained with social work academics (Skilton 2011;Skoura-Kirk et al, 2013). The study findings, albeit with a small sample, concur with prior research in relation to both academic and practice assessments of students.…”

“…Although it was beyond the scope of this study to explore patient involvement in health education more broadly, the studies in Nurse Education Today reported that, despite the growing body of literature on service user involvement in the medical and social care professions, there were only limited studies exploring their involvement in students' assessments (Dearnley et al, 2011;Debyser et al, 2011;Muir and Laxton, 2012;Stacey et al, 2012;Stickley et al, 2010). Muir and Laxton (2012) indicated that although service users have long been involved in the training of medical students, they play a passive role in assessments.…”

“…Muir and Laxton (2012) indicated that although service users have long been involved in the training of medical students, they play a passive role in assessments. This was echoed by Debyser et al (2011), who concurred that although service users play a central role in psychiatric nursing, they are 'seldom formally' involved in providing feedback on student nurses' practice training assessments (p.198).…”

“…Most identified the issue of delivering effective feedback, and a perceived lack of expertise and skills by service users, as areas of concern, echoing Muir andLaxton (2012) andWebster et al (2012). The findings also suggest that there are undoubted challenges in obtaining a fair assessment in settings, such as child protection social work.…”

What difference does it make? Findings of an impact study of service user and carer involvement on social work students’ subsequent practice

“…Studies which have sought to evaluate the impact on practice (Rush, 2008;Turnbull and Weeley, 2013;MacSporran, 2015), are based largely on current students and the immediate impact. A number of researchers and authors therefore continue to identify the need to develop evidence for the efficacy of different types of involvement (Simons et al 2006;Robinson and Webber, 2013) and what impact different types of involvement has on student learning and their subsequent practice in the long term (Muir and Laxton, 2012;Rhodes, 2012;Terry, 2012;Turnbull and Wheeley, 2013;Driessens, McLaughlin and Van Doorn, 2016).…”