To the point: medical education reviews—providing feedback

Bienstock, Jessica L.; Katz, Nadine T.; Cox, Susan M.; Hueppchen, Nancy A.; Erickson, Sonya S.; Puscheck, Elizabeth E.

doi:10.1016/j.ajog.2006.08.021

Cited by 131 publications

(99 citation statements)

References 7 publications

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“…This overview was seen as a quick scan for students. Feedback can be a part of assessment and other studies have shown that this motivates students to take responsibility to monitor their own learning, reflect on competency growth and look for learning opportunities (Bienstock et al 2007;Koh 2008). In this study, the students constantly compared their own performance with standards in the checklist and this enabled them to identify areas that required further work.…”

Section: Discussionmentioning

confidence: 99%

“…The instruction they were given to collect written feedback about all the competencies by writing feedback, asking for feedback and reading and rereading feedback was experienced as time consuming and easier said than done. But, it was also considered to promote self-reflection, self-monitoring and the creation of personal action plans by asking 'what went well, what should be improved and how (Bienstock et al 2007)'. The assessment unit of MAFI was seen as a 'quick scan' of LO, which could be compared with evidence from the feedback unit and thus enabled monitoring and formative assessment of competencies.…”

Section: Discussionmentioning

confidence: 99%

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Assessment and feedback to facilitate self-directed learning in clinical practice of Midwifery students

et al. 2010

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Background: Clinical workplaces are hectic and dynamic learning environments, which require students to take charge of their own learning. Competency development during clinical internships is a continuous process that is facilitated and guided by feedback. Limited feedback, lack of supervision and problematic assessment of clinical competencies make the development of learning instruments to support self-directed learning necessary. Aims: To explore students' perceptions about a newly introduced integrated feedback and assessment instrument to support selfdirected learning in clinical practice. Students collected feedback from clinical supervisors and wrote it on a competency-based format. This feedback was used for self-assessment, which had to be completed before the final assessment. Methods: Four focus group discussions were conducted with second and last year Midwifery students. Focus groups were audiotaped, transcribed verbatim and analysed in a thematic way using ATLAS.ti for qualitative data analysis. Results: The analysis of the transcripts suggested that integrating feedback and assessment supports participation and active involvement in learning by collecting, writing, asking, reading and rereading feedback. Under the condition of training and dedicated time, these learning activities stimulate reflection and facilitate the development of strategies for improvement. The integration supports self-assessment and formative assessment but the value for summative assessment is contested. The quality of feedback and empowerment by motivated supervisors are essential to maximise the learning effects. Conclusions: The integrated Midwifery Assessment and Feedback Instrument is a valuable tool for supporting formative learning and assessment in clinical practice, but its effect on students' self-directed learning depends on the feedback and support from supervisors.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Assessment and feedback to facilitate self-directed learning in clinical practice of Midwifery students

et al. 2010

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“…Most often, feedback is given orally and informally. A problem with oral feedback is that although the students value it, they do not necessarily recognize it or remember having received it, so that establishing a clear frame for the feedback is recommended (Dobbie & Tysinger 2005;Bienstock et al 2007). Educational literature emphasizes the importance of individualized feedback which integrates the student's self-evaluation (Rushton 2005).…”

Section: Introductionmentioning

confidence: 99%

Triangulation of written assessments from patients, teachers and students: Useful for students and teachers?

2010

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Background: Many medical students in general practice clerkships experience lack of observation-based feedback. The StudentPEP project combined written feedback from patients, observing teachers and students. Aim: This study analyzes the perceived usefulness of triangulated written feedback. Methods: A total of 71 general practitioners and 79 medical students at the University of Oslo completed project evaluation forms after a 6-week clerkship. A principal component analysis was performed to find structures within the questionnaire. Regression analysis was performed regarding students' answers to whether StudentPEP was worthwhile. Free-text answers were analyzed qualitatively.Results: Student and teacher responses were mixed within six subscales, with highest agreement on 'Teachers oral and written feedback' and 'Attitude to patient evaluation'. Fifty-four per cent of the students agreed that the triangulation gave concrete feedback on their weaknesses, and 59% valued the teachers' feedback provided. Two statements regarding the teacher's attitudes towards StudentPEP were significantly associated with the student's perception of worthwhileness. Qualitative analysis showed that patient evaluations were encouraging or distrusted. Some students thought that StudentPEP ensured observation and feedback. Conclusion: The patient evaluations increased the students' awareness of the patient perspective. A majority of the students considered the triangulated written feedback beneficial, although time-consuming. The teacher's attitudes strongly influenced how the students perceived the usefulness of StudentPEP.

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“…14 Feedback should focus on specific knowledge, skills, and attitudes that the evaluator has witnessed directly 16 ; therefore, EPAs are ideally suited to facilitate the feedback process. Feedback is generally welcomed when it is based on performance and tailored to the learner's goals.…”

Section: Entrustable Professional Activitiesmentioning

confidence: 99%