Perceptions of evaluation in longitudinal versus traditional clerkships

Mazotti, Lindsay; O’Brien, Bridget; Tong, Lowell; Hauer, Karen E.

doi:10.1111/j.1365-2923.2010.03904.x

Cited by 42 publications

(52 citation statements)

References 21 publications

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“…Longitudinal integrated clerkships may be one model enabling earlier identification of failing students. 23 Similar to previous research, our cohort of failing students included more men than women. 6 We found that a greater percentage of male than female students had deficiencies in the professionalism domain and in critical deficiencies related to conduct, though we found no statistically significant relationship between gender and critical deficiencies in professionalism or conduct.…”

Section: Discussionsupporting

confidence: 57%

Describing Failure in a Clinical Clerkship: Implications for Identification, Assessment and Remediation for Struggling Learners

2016

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BACKGROUND: In addition to training future members of the profession, medical schools perform the critical role of identifying students who are failing to meet minimum standards in core competencies. OBJECTIVE: To better understand reasons for failure in an internal medicine clerkship. DESIGN: A qualitative content analysis of letters describing reasons for students' failure. PARTICIPANTS: Forty-three students (31 men) who failed the internal medicine clerkship at the University of Minnesota Medical School, 2002. APPROACH: We conducted a qualitative content analysis of the 43 letters describing reasons for students' failure. We coded critical deficiencies and mapped them to the Physician Competency Reference Set (PCRS) competency domains and classified them into two categories: conduct (unprofessional behaviors) and knowledge and skills specific to the practice of medicine. We then calculated the frequency of each critical deficiency. We statistically tested for relationships between gender and critical deficiencies in each of the competency domains. KEY RESULTS: We coded 50 critical deficiencies with all codes mapping to a PCRS competency domain. The most frequently cited deficiencies were Binsufficient knowledge( 79 % of students) and Binadequate patient presentation skills^(74 %). Students exhibited critical deficiencies in all eight competency domains, with the highest concentrations in Knowledge for Practice (98 %) and Interpersonal and Communication Skills (91 %). All students demonstrated deficiencies in multiple competencies, with 98 % having deficiencies in three or more. All 43 students demonstrated deficits in the knowledge and skills category, and 81 % had concurrent conduct issues. There were no statistically significant relationships between gender and critical deficiencies in any competency domain. CONCLUSIONS: This study highlights both the diversity and commonality of reasons that students fail a clinical clerkship. Knowing the range of areas where students struggle, as well as the most likely areas of difficulty, may aid faculty in identifying students who are failing and in developing remediation strategies.

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Section: Discussionsupporting

confidence: 57%

Describing Failure in a Clinical Clerkship: Implications for Identification, Assessment and Remediation for Struggling Learners

2016

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“…In the context of WBA, these techniques might translate to longitudinal relationships between learners and assessors. A few studies suggest that assessments by people who know a learner well are perceived to be more fair, honest and accurate than those by people who have brief or infrequent interactions with the learner . Such relationships may be hard to come by in our current ‘rotational approach’ to clinical training .…”

Section: Continuity Relationshipsmentioning

confidence: 99%

Validating workplace-based assessments: continuity, synthesis and a qualitative heart

O’Brien

2013

Med Educ

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“…Changing the structure of clinical learning can enhance both learning and the usefulness of feedback synergistically. An ongoing working relationship between a trainee and a supervisor allows feedback to become part of the dialogue of shared work, rather than a message delivered after the fact, such as when a faculty member completes a written evaluation that leads the learner to ask: ‘Why didn’t he tell me that while we were working together?’ An ongoing relationship enhances trust between individuals, and trust that the feedback shared in that context represents relevant, valid information for learning 10 . Longitudinal relationships allow feedback to serve the forward‐looking goal of improving performance within that context, and can enhance the supervisor’s comfort in delivering feedback within an ongoing relationship.…”

mentioning

confidence: 99%