Getting the best out of case-based discussions (CbDs) – tips for trainers and trainees

Emsden, S.; Thomson, A. P. J.

doi:10.1016/j.paed.2010.06.002

Cited by 4 publications

(4 citation statements)

References 1 publication

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“…The quality of feedback is crucial, and maintains the functionality of OnWBAs. Recommendations have been made to complete feedback on the same day 7 . However, as this study shows delayed feedback is common.…”

Section: Discussionmentioning

confidence: 99%

The perception of online work-based assessments

Basu

Parvizi

Chin

2013

The Clinical Teacher

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This study highlights several issues that may detract from the functionality of OnWBAs. Pockets of consultants are inadequately trained in the use of OnWBAs, and many lack knowledge of trainee requirements. In addition the delay between assessment and completion of feedback is a concern that goes against current recommendations. Simple measures in the workplace and the involvement of educational bodies could remedy some of these issues. Further studies investigating a wider population would help to establish the true extent of the problem and isolate the main causative factors behind these issues.

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Section: Discussionmentioning

confidence: 99%

The perception of online work-based assessments

Basu

Parvizi

Chin

2013

The Clinical Teacher

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“…The evidence supporting the use of CBD or CSR for the assessment of medical trainees emanated from subjective reports on their educational impact. Using patient's chart to assess trainees is an opportunity to assess several skills, including clinical reasoning, decision making, medical knowledge, and patient care (Emsden & Thomson 2010). Besides aiding the assessment of clinical skills, the tool can also be used to assess soft skills as communication skills, professionalism, and ethics that can mold the trainee's competency (Singh & Modi 2013).…”

Section: Discussionmentioning

confidence: 99%

Using patients’ charts to assess medical trainees in the workplace: A systematic review

et al. 2015

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Objectives: The objective of this review is to summarize and critically appraise existing evidence on the use of chart stimulated recall (CSR) and case-based discussion (CBD) as an assessment tool for medical trainees. Methods: Medline, Embase, CINAHL, PsycINFO, Educational Resources Information Centre (ERIC), Web of Science, and the Cochrane Central Register of Controlled Trials were searched for original articles on the use of CSR or CBD as an assessment method for trainees in all medical specialties. Results: Four qualitative and three observational non-comparative studies were eligible for this review. The number of patientchart encounters needed to achieve sufficient reliability varied across studies. None of the included studies evaluated the content validity of the tool. Both trainees and assessors expressed high level of satisfaction with the tool; however, inadequate training, different interpretation of the scoring scales and skills needed to give feedback were addressed as limitations for conducting the assessment. Conclusion: There is still no compelling evidence for the use of patient's chart to evaluate medical trainees in the workplace. A body of evidence that is valid, reliable, and documents the educational effect in support of the use of patients' charts to assess medical trainees is needed.

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“…Guidance from the 2014 Foundation Programme Curriculum for doctors in the first 2 years after graduation advises that in order to maximise the educational impact of CbDs both assessor and trainee should identify strengths, areas for development and an action plan, but that this should be carried out sensitively and in a suitable environment . Effective feedback delivered in both oral and written form is what underpins their success as an assessment; however, it appears that written feedback is often underused, resulting in decreased opportunities for trainees to reflect when reviewing their assessments in their e‐portfolio …”

Section: Introductionmentioning

confidence: 99%

“…5 Effective feedback delivered in both oral and written form is what underpins their success as an assessment; however, it appears that written feedback is often underused, resulting in decreased opportunities for trainees to refl ect when reviewing their assessments in their e-portfolio. 6 We wanted to explore how medical trainees perceive the feedback they receive during CbDs, and how these assessments are being put into practice in the workplace. We decided to focus on CbD as very little in the literature exists to date on feedback in CbD.…”

Section: Introductionmentioning

confidence: 99%

Case-based discussion: perceptions of feedback

Mohanaruban

Flanders²,

Rees

2017

Clin Teach

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Only 19 per cent of assessments were pre-planned and the average duration of assessments was 6-10 minutes, with feedback lasting less than 5 minutes. A total of 76 per cent of trainees responded to the feedback they received by completing self-directed learning or by addressing the specific action points arising from the feedback. The focus groups highlighted the barriers to incorporating these assessments into everyday practice, including appreciating the time constraints and the importance of trainer engagement in the assessment process. The aim of this study was to explore how CbDs are perceived and implemented in practice CONCLUSION: This study demonstrates that most trainees appreciate the educational value of CbDs, but more emphasis and training is required in planning these assessments and in providing feedback that is both specific and actionable.

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Getting the best out of case-based discussions (CbDs) – tips for trainers and trainees

Cited by 4 publications

References 1 publication

The perception of online work-based assessments

The perception of online work-based assessments

Using patients’ charts to assess medical trainees in the workplace: A systematic review

Case-based discussion: perceptions of feedback

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