Students’ motivation toward feedback-seeking in the clinical workplace

Jong, Lubberta H. de; Favier, Robert P.; Vleuten, Cees van der; Bok, Harold G. J.

doi:10.1080/0142159x.2017.1324948

Cited by 17 publications

(10 citation statements)

References 19 publications

(13 reference statements)

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“…SDT predicts that fulfilment increases an individual's sense of self and well‐being, and the pursuit of learning for pure interest, curiosity, challenge and enjoyment: a form of motivation associated with deeper learning, effective performance, and improved psychological health and well‐being. Conversely, the undermining of these constructs leads progressively towards externally regulated, and an eventual lack of, motivation, characterised by apathy and ‘going through the motions’ . The results of this study have informed the continuing discussion with general practices in our area hosting medical students.…”

Section: Discussionmentioning

confidence: 58%

How medical students learn in primary care

Davis

Doole

Cheek

et al. 2018

The Clinical Teacher

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Background: General practice placements are important in medical education, but little is known about positive student experiences. Methods: Focus group interviews were conducted with medical students. Interview transcripts were analysed thematically and incorporated into an overarching conceptual framework. Results: Of the 22 eligible students, 21 students participated. Students viewed positively

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Section: Discussionmentioning

confidence: 58%

How medical students learn in primary care

Davis

Doole

Cheek

et al. 2018

The Clinical Teacher

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“…Based on the analysis of assessment information, three studies concluded that the approach benefited all learners to maximize their learning, including the students that were initially falling behind [25,31,32]. However, assessors raised concerns that programmatic assessment could be more challenging for learners with a non-native background due to the essential role of narratives [30], and one study reported the influence of learners' performance level on their feedback-seeking behaviour [26]. Although learners perceiving assessment as a decision moment did not necessarily mean it was not beneficial for their learning, studies also showed assessment was commonly perceived as high-stakes or hampering the learning opportunity [17,[20][21][22]33].…”

Section: Theme 1: the Integration Of The Decision-making And Learningmentioning

confidence: 99%

“…instructions, guidelines, consensus meetings) [16,17,22,29,30,34,38,40]. This shared understanding was further impacted by teachers' and learners' personal values and belief systems [21,28,34,35,39]; their previous assessment experience [22,30,33,40]; the level of their experience with programmatic assessment [16, 17, 20-22, 28-30, 33, 34, 38, 40, 41]; and learners' confidence level, motivation, or orientation towards learning [20,21,26,28,33,34,39]. Teachers and learners had to gain trust in and understanding of the system [16,20,22,28,29,33,38,41].…”

Section: Theme 3: the Influence Of Social And Personal Aspects On Assmentioning

confidence: 99%

Where the rubber meets the road — An integrative review of programmatic assessment in health care professions education

Schut¹,

Maggio²,

Heeneman³

et al. 2020

Perspect Med Educ

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Introduction Programmatic assessment was introduced as an approach to design assessment programmes with the aim to simultaneously optimize the decision-making and learning function of assessment. An integrative review was conducted to review and synthesize results from studies investigating programmatic assessment in health care professions education in practice. Methods The authors systematically searched PubMed, Web of Science, and ERIC to identify studies published since 2005 that reported empirical data on programmatic assessment. Characteristics of the included studies were extracted and synthesized, using descriptive statistics and thematic analysis. Results Twenty-seven studies were included, which used quantitative methods (n = 10), qualitative methods (n = 12) or mixed methods (n = 5). Most studies were conducted in clinical settings (77.8%). Programmatic assessment was found to enable meaningful triangulation for robust decision-making and used as a catalyst for learning. However, several problems were identified, including overload in assessment information and the associated workload, counterproductive impact of using strict requirements and summative signals, lack of a shared understanding of the nature and purpose of programmatic assessment, and lack of supportive interpersonal relationships. Thematic analysis revealed that the success and challenges of programmatic assessment were best understood by the interplay between quantity and quality of assessment information, and the influence of social and personal aspects on assessment perceptions. Conclusion Although some of the evidence may seem compelling to support the effectiveness of programmatic assessment in practice, tensions will emerge when simultaneously stimulating the development of competencies and assessing its result. The identified factors and inferred strategies provide guidance for navigating these tensions.

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“…Іншою важливою обставиною є врахування досвіду роботи: мінімуму та максимуму досвіду сумісної роботи учасників освітнього процесу -викладача та слухача [2]. У системі моніторингу якості надання освітніх послуг запровадження зворотного зв'язку зі слухачами має важливе значення [3].…”

Section: вступunclassified

Роль Зворотного Зв’язку Зі Слухачами-Анестезіологами В Оцінці Викладача

Лоскутов¹,

Markov²,

Krasnov³

2021

ЕМ

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In order to increase the level of educational services, the cycles of thematic advanced training and internship of anesthesiologists and intensive care physicians at the Shupyk National Medical Academy of Postgraduate Education in 2019–2020, a sociological survey was conducted (48 people). The answers of the respondents showed that one of them (0.20 %) assessed the acquired knowledge as satisfactory, 22 (45.83 %) — as the level of acquired necessary knowledge and skills. Sixteen (33.33 %) respondents evaluated as the level of implementation of the acquired knowledge in the workplace and 16 (33.33 %) — the level of impact on the outcome of treatment. Respondents indicated priority elements in the skills of the lecturer: the organizer skills of collective and individual trainees’ activities — 11 (22.91 %), the skills of persuasion — 5 (10.41 %), the skills of knowledge transfer and experience modeling — 40 (83.33 %), the skills of teaching technique — 14 (29.16 %). Among the important personal traits of the lecturer, anesthesiologists identified the following: openness — 28 (58.3 %), friendliness — 21 (43.75 %), sense of humor — 22 (45.83 %) and the presence of feedback from him — 35 (72.91 %). Among the important personal characteristics of the teacher, anesthesiologists identified the following: professional values and personal qualities — 26 (54.16 %), professional knowledge — 29 (60.41 %), professional qualities — 11 (22.91 %), professional actions — 15 (31.25 %). Among others, the respondents indicated the most important element of the lecturer’s pedagogical technique: culture of communication with students — 30 (62.5 %), self-regulation of technical activities — 8 (16.66 %), holding the audience attention — 36 (75 %), expressive feelings — 9 (18.75 %), language proficiency — 15 (31.25 %). Respondents indicated the most important requirements for pedagogical tea-ching techniques: the art of dressing — 4 (8.33 %), controlling the body — 4 (8.33 %), facial expressions and gestures — 7 (14.58 %), the formation of speech culture — 19 (39.58 %), the development of optimal style in educational activities — 15 (31.25 %), the ability to skillfully and appropriately perform certain didactic operations — 33 (68.75 %), the ability to manage own mental state and the state of students — 14 (29.16 %). Among the traits of successful lecturers, respondents indicated: the ability to make a pleasant impression and gain the trust of the group — 15 (31.25 %), the ability to state a merit and praise a person if he did something good — 8 (16.66 %), sociability, ability to group people and to formulate mutual respect and trust with students — 34 (70.83 %), the ability to give the opportunity to express themselves to all participants — 22 (45.83 %), the ability to notice the communicative problems of participants — 9 (18.75 %), to be enthusiastic about their work and subject of teaching — 16 (33.33 %), to be flexible to the needs of participants — 15 (31.25 %), to have knowledge on the essence of the subject — 25 (52.08 %). Respondents consider the following to be important characteristics of teaching lecture material: accessibility of teaching material — 26 (54.16 %), illustrativeness — 13 (27.08 %), theoretical orientation — 17 (35.41 %), practical significance — 29 (60.41 %), giving examples from practice — 29 (60.41 %), consistency and sequence of presentation of the material on the topic — 24 (50 %), satisfaction with answers to questions — 8 (16.66 %), the novelty of the material — 15 (31.25 %), the usefulness of the material — 20 (41.66 %), the individuality of the lecturer — 5 (10.41 %), dialogue with students — 21 (43.75 %), ethics of the lecturer’s behavior — 5 (10.41 %). Among the methods of non-verbal contact between the teacher and the trainees, the respondents consider the following as important: the first impression of the lecturer — 14 (29.16 %), constant visual contact of the lecturer with students — 21 (43.75 %), movement in the audience, energy of the lecturer — 14 (29.16 %), does he approaches the listener when answering his questions or making a comment — 4 (8.33 %), does the teacher have movements and gestures that distract the listeners — 5 (10.41 %), the lecturer uses table and chairs limitedly — 2 (4.16 %), enthusiasm of the lecturer — 31 respondents (64.58 %). Feedback from anesthesiology students is important because it allows you to identify trends in lecturer evaluation.

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Students’ motivation toward feedback-seeking in the clinical workplace

Cited by 17 publications

References 19 publications

How medical students learn in primary care

How medical students learn in primary care

Where the rubber meets the road — An integrative review of programmatic assessment in health care professions education

Роль Зворотного Зв’язку Зі Слухачами-Анестезіологами В Оцінці Викладача

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