Multisource Feedback: Can It Meet Criteria for Good Assessment?

Lockyer, Jocelyn

doi:10.1002/chp.21171

Cited by 31 publications

(24 citation statements)

References 33 publications

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“…All of these changes, either directly or indirectly, have led to changes in individual assessments, assessment programmes and the ways in which stakeholders use assessment data to improve quality . Unfortunately, many assessment processes remain outdated, are based on what is easy to measure, or have limited evidence to support their use . As a result, and based on a number of frameworks, their validity is questionable .…”

Section: Introductionmentioning

confidence: 99%

“…2,3 Unfortunately, many assessment processes remain outdated, are based on what is easy to measure, or have limited evidence to support their use. [4][5][6][7] As a result, and based on a number of frameworks, their validity is questionable. 8 On a more positive note, many current changes focus on what should be measured, however difficult, as opposed to what is inexpensive or easy to measure.…”

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confidence: 99%

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What we measure … and what we should measure in medical education

Boulet

Durning

2018

Medical Education

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As in most professions, there are clear tensions in medicine in relation to what should be assessed, who should be responsible for administering assessment content, and how much evidence should be gathered to support the evaluation process. Although there have been advances in assessment practices, there is still room for improvement. From the student's, resident's and practising physician's perspectives, assessments need to be relevant. Knowledge is certainly required, but there are other qualities and attributes that are important, and perhaps far more important. Research efforts spent now on delineating what makes a good physician, and on aligning new and upcoming assessment tools with the relevant competencies, will ensure that assessment practices, whether aimed at establishing competence or at fostering learning, are effective with respect to their primary goal: to produce qualified physicians.

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Section: Introductionmentioning

confidence: 99%

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confidence: 99%

What we measure … and what we should measure in medical education

Boulet

Durning

2018

Medical Education

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“…Most importantly, the scores arising from the MSF instrument appear to be trustworthy. Their psychometric characteristics (reliability) are at least as good as similar instruments used in other clinical disciplines . As always, reliable ratings depend on having a sufficiently wide sample of responses.…”

Section: Discussionmentioning

confidence: 99%

“…Multisource feedback (MSF) is an assessment method (in that it aims to provide a dependable performance metric). Typically, peers and other professional colleagues provide opinions about a subject's performance using categorical or pseudo‐numeric scales . Each individual's response is affected by respondent characteristics ( stringency —the tendency to use the upper or lower end of the response scale; and subjective taste —respondents’ variable views of what constitutes a good performance).…”

Section: Introductionmentioning

confidence: 99%

Development and Validation of a Trustworthy Multisource Feedback Instrument to Support Nurse Appraisals

Crossley¹

2015

Journal of Continuing Education in the Health Professions

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“…Feedback from colleagues and patients is collected using multisource feedback (MSF) approaches. 10 Various tools have been developed by Royal Colleges, 11,12 , academics. 13 , private companies, and the GMC themselves.…”

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confidence: 99%

The United Kingdom's Experience With and Future Plans for Revalidation

Archer

Bere

2013

Journal of Continuing Education in the Health Professions

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Assuring fitness to practice for doctors internationally is increasingly complex. In the United Kingdom, the General Medical Council (GMC) has recently launched revalidation, which has been designed to bring all doctors into a governed environment. Since December 2012, all doctors who wish to practice are required to submit and reflect on supporting documentation against a framework of best practice, Good Medical Practice. These documents are brought together in an annual appraisal. Evidence of practice includes clinical governance activities such as significant events, complaints and audits, continuing professional development and feedback from colleagues and patients. Revalidation has been designed to support professionalism and identify early doctors in difficulty to support their remediation and so assure patient safety. The appraiser decides annually if the doctor has met the standard which is shared with the most senior doctor in the area, the responsible officer (RO). The RO's role is to make a recommendation for revalidation every 5 years for each doctor to the GMC. Revalidation is unique in that it is national, compulsory, involves all doctors regardless of position or training, and is linked to the potentially performance moderating process of appraisal. However, it has a long and troubled history that is shaped by high-profile medical scandals and delays from the profession, the GMC, and the government. Revalidation has been complicated further by rhetoric around patient care and driving up standards but at the same time identifying poor performance. The GMC have responded by commissioning a national evaluation which is currently under development.

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Multisource Feedback: Can It Meet Criteria for Good Assessment?

Abstract: The 7 criteria provided a useful framework to assess the quality of MSF instruments and enable an approach to analyzing gaps in instrument assessment. These criteria are likely to be helpful in assessing other instruments used in medical education.

Cited by 31 publications

References 33 publications

What we measure … and what we should measure in medical education

What we measure … and what we should measure in medical education

Development and Validation of a Trustworthy Multisource Feedback Instrument to Support Nurse Appraisals

The United Kingdom's Experience With and Future Plans for Revalidation

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