Multisource feedback: an overview of its use and application as a formative assessment

Lockyer, Jocelyn; Sargeant, Joan

doi:10.36834/cmej.73775

Cited by 10 publications

(9 citation statements)

References 43 publications

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“…This has included, for example, a focus on supporting systems, such as maintenance of certification or revalidation processes, 28,41 as a means of supporting competency-based CPD, 11,42 or to improve quality by overcoming selfassessment challenges. 43,44 Others have focused on descriptions of the types of assessments clinicians participate in, 14,15,45 and how to improve assessment activities (eg, rater performance), 46 standard setting, 47 or on the differences that modalities offer (eg, multiple methods, simulation). 48 There are also validation studies of tools, 49,50 or methods, 51,52 with the aim of doing assessment better.…”

Section: Assessment In Cpdmentioning

confidence: 99%

Recasting Assessment in Continuing Professional Development as a Person-Focused Activity

Toews,

Pearce,

Tavares

2023

J Contin Educ Health Prof

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In this article, we examine assessment as conceptualized and enacted in continuing professional development (CPD). Assessment is pervasive throughout the life of an individual health professional, serving many different purposes compounded by varied and unique contexts, each with their own drivers and consequences, usually casting the person as the object of assessment. Assessment is often assumed as an included part in CPD development conceptualization. Research on assessment in CPD is often focused on systems, utility, and quality instead of intentionally examining the link between assessment and the person. We present an alternative view of assessment in CPD as person-centered, practice-informed, situated and bound by capability, and enacted in social and material contexts. With this lens of assessment as an inherently personal experience, we introduce the concept of subjectification, as described by educationalist Gert Biesta. We propose that subjectification may be a fruitful way of examining assessment in a CPD context. Although the CPD community, researchers, and educators consider this further, we offer some early implications of adopting a subjectification lens on the design and enactment of assessment in CPD.

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Section: Assessment In Cpdmentioning

confidence: 99%

Recasting Assessment in Continuing Professional Development as a Person-Focused Activity

Toews,

Pearce,

Tavares

2023

J Contin Educ Health Prof

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“…Furthermore, three levels are both practical and helpful in making a rather objective distinction in the assessment of learners' work (Brookhart, 2018;Nkhoma et al, 2020). The terminology ts with the intended use of the RIPID as a multisource feedback (MSF) instrument to bring the largely subconscious and individual aspects of learner's IPI to the surface in their works for assessors to observe and draw inferences from (Lockyer and Sargeant, 2022;Care and Kim, 2018). In this sense, the difference from tools such as the ICAR is that the criteria of the RIPID do not represent observable behavioral competencies but the precursors informing us why interprofessional behavior was (not) enacted (Jönsson et al, 2021; G. Cantaert et al, 2022).…”

Section: Quality Levels and De Nitionsmentioning

confidence: 99%

Placing Identity at the Center of Assessing Interprofessional Learning: Development of the Rubric InterProfessional Identity Development (RIPID)

Cantaert,

Pype,

Lauwerier

2023

Preprint

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Interprofessional education is vital in equipping students with the competencies and identity needed to become skilled collaborators and lifelong learners. However, the lack of formative assessment tools renders it difficult to scaffold the development of an interprofessional identity (IPI). Therefore, this article reports the design elements and presents the perceptions of medical students involved in the co-construction of the Rubric Interprofessional Identity Development (RIPID). Following a pragmatist approach, a multiperspective 8-step inquiry led to a manual with definitions, illustrative quotes, scoring instructions and exemplars as well as evidence supporting the validity of RIPID. The RIPID is a generic analytic rubric that can be used to assess the extent to which a learner’s IPI is developing across different contexts on the basis of a variety of assignments and by means of multisource feedback. The theoretically supported criteria account for the (meta)cognitive, emotional and social dimensions of interprofessional learning, of which the descriptors are formulated to elicit reflection. Students are convinced that the RIPID can be used for the authentic assessment of their interprofessional development, confirm its suitability for self-assessment, and see merit in the early introduction in an e-portfolio to promote self-regulated learning. Furthermore, the RIPID can be used for the meta-assessment of programs to improve constructive alignment across the curriculum. Further research is needed to empirically test and psychometrically validate the RIPID at a large scale in different health and non-health settings and to determine its use within a programmatic assessment approach to interprofessional learning.

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“…5,17,18 Although instruments are available from international sources, there is a paucity of suitable and validated instrument for the Australian surgical training context, particularly those in the prevocational stage of their training. 15,16,19,20 The original pilot study by the authors has introduced a novel instrument for the Australian surgical training context. 10 We evaluate the potential barriers involved in its deployment, and assess the relative importance of these factors specific to our instrument in the Australian surgical training climate to allow future adjustments, optimisation of participation rates, engagement and improvement in acceptance and uptake as a step towards expanding it into a multisource assessment.…”

Section: Introductionmentioning

confidence: 99%

“…Although instruments are available from international sources, there is a paucity of suitable and validated instrument for the Australian surgical training context, particularly those in the pre‐vocational stage of their training 15,16,19,20 . The original pilot study by the authors has introduced a novel instrument for the Australian surgical training context 10 .…”

Section: Introductionmentioning

confidence: 99%

A quantitative analysis of the perceived barriers to implementation of multisource feedback in surgical training

Pan

Piscioneri

Owen

2023

ANZ Journal of Surgery

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Background: The adoption and integration of work-based assessments by surgical units and training programs continues to increase, it is important to identify challenges in their implementation. The authors evaluated the barriers involved in the deployment of a supervisor assessment tool in Australia. Methods: A questionnaire was created based on existing literature from international, and non-surgical contexts. The questionnaire covered areas known to impact multisource feedback assessments. The questionnaire was delivered in September 2019 to 34 trainees and 25 supervisors. Participants then rated each item within the questionnaire on a Likert scale. Results: During the survey period, 23 of 25 (92%) supervisors and 31 of 34 (91.1%) trainees completed the questionnaire. The results show that an assessment form is well received and there is a difference between trainees and supervisors on perspectives surrounding impact on trainee-supervisor relationships, how a trainee manages negative feedback, consequences of poor scores, the importance of anonymity, and acceptability of input from allied health and nursing staff. Conclusion:The results provide reassurance that the perception of supervisors who felt that negative ratings may affect trainee-supervisor relationships is unfounded. A digital distribution format of self-assessment and supervisor assessment forms is well received by participants. This method of assessment should provide trainees an additional source of feedback, and opportunities for self-reflection during their training.

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Multisource feedback: an overview of its use and application as a formative assessment

Cited by 10 publications

References 43 publications

Recasting Assessment in Continuing Professional Development as a Person-Focused Activity

Recasting Assessment in Continuing Professional Development as a Person-Focused Activity

Placing Identity at the Center of Assessing Interprofessional Learning: Development of the Rubric InterProfessional Identity Development (RIPID)

A quantitative analysis of the perceived barriers to implementation of multisource feedback in surgical training

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