Mismatch between student and tutor evaluation of training needs: a study of traumatology rotations

Abstract

ObjectiveAn e-portfolio was used to determine the optimal number of times students need to repeat a procedure before they are fully capable of performing it without supervision. The results were compared with the actual number of repetitions performed during the internship period. We also asked these students and their teachers about the optimal number of times each skill should be repeated before it could be considered fully acquired. The questionnaire was answered by 98.6% of the students and 70.3% of their teachers.ResultsBoth students and teachers agreed on a similar optimal value for 16 out of the 21 clinical procedures selected; in the remaining 5, teachers thought that students needed to repeat the procedure more times than the number stated by students. When these optimal values were compared with the actual values recorded in the portfolio during the internships, it was found that about half of all clinical procedures were carried out fewer times than expected, thus providing important feedback about the rotation-based training process. Quantitative information collected in the portfolios revealed a moderate mismatch between students’ and teachers’ perceptions of training needs.

The definition of ideal training of a urology resident from two different perspectives: trainees vs professors. Is there agreement in their idea of good training?

“…The slow adoption of a surgical training system based on the acquisition of clinical competences [ 14 ] and of assessment tools is slowly changing how proctoring is carried out during residency. The acquisition of clinical and surgical skills requires time, and procedures must be repeated several times before proficiency is achieved [ 15 , 16 , 17 ]. Furthermore, current times require the doctor to possess not only surgical and clinical qualities, but also relational and academic ones.…”

Medical Student Portfolios: A Systematic Scoping Review

“…○ Unique evidence may be selected to express their capabilities to examiners 63 . • Comprehensive 1,54,61,70,83,117,123,126,135,137,140 ○ "Combines information from both subjective and objective assessment procedures 'to see the whole picture'" 140 ○ Able to evaluate competencies that are otherwise not easily assessed 1,54,83 such as professionalism 123,137 • Longitudinal 1,47,67,74,80,99,117,133,141 ○ Portfolios are assembled over a period of time and hence can be used to monitor student's progress over the period of compilation • Educational ○ Use in assessment has helped stimulate learning 1,66,73,74 ○ Guides tailored teaching by faculty members 54,91,126,133,134 ○ Guides remediation plans for underperforming students 1,62,91,105,111,116,135,140,142 • Specific to summative portfolio assessment: ○ Ensures that students take the portfolio exercise seriously…”

“…• Evidence of learning activities ○ Learning diaries53,65,72,144 ○ Case summaries, reports, discussions11,47,67,128,131,136,146 ○ Logbooks55,66,70,80,83,91,115 ○ Essays to document progress in meeting competency standards47,70,105 ○ Group Learning Assignments130,132 • Graded assignments○ Workplace Based Assessments ○ Patient write-ups 67 ○ ○ Critical appraisals of a topic 131 ○ Standardised patient assessments 67 ○ Evidence based medicine project 67 ○ Posting learning outcome grades 1 ○ Progress test results 59 ○ Anatomy lab 134○…”