Using fairness to reconcile tensions between coaching and assessment

Valentine, Nyoli; Schuwirth, Lambert

doi:10.1111/medu.14968

Cited by 2 publications

(2 citation statements)

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“…Comparing the experiences of our undergraduate mentors and mentees to those of participants in other research we noticed underlying similarities. The fact that combining developmental support and assessment is possible under certain conditions was also concluded elsewhere [11,26,41]. Valentine and Schuwirth [41], for example, concluded that assessment by a coach needs to be perceived as 'fair' (credible, transparent, fit for purpose, and accountable), for a learner to accept it and learn from it.…”

Section: Discussionmentioning

confidence: 94%

“…The fact that combining developmental support and assessment is possible under certain conditions was also concluded elsewhere [11,26,41]. Valentine and Schuwirth [41], for example, concluded that assessment by a coach needs to be perceived as 'fair' (credible, transparent, fit for purpose, and accountable), for a learner to accept it and learn from it. We noticed participants in the current study reasoned along similar lines: some told us it made sense that there was an assessment component to the mentoring role, as mentors were the one to see mentees grow, or not.…”

Section: Discussionmentioning

confidence: 94%

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Combining Support and Assessment in Health Professions Education: Mentors’ and Mentees’ Experiences in a Programmatic Assessment Context

Loosveld¹,

Driessen²,

Theys³

et al. 2023

Perspect Med Educ

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Introduction: Mentors in programmatic assessment support mentees with low-stakes feedback, which often also serves as input for high-stakes decision making. That process potentially causes tensions in the mentor-mentee relationship. This study explored how undergraduate mentors and mentees in health professions education experience combining developmental support and assessment, and what this means for their relationship. Methods: The authors chose a pragmatic qualitative research approach and conducted semi-structured vignette-based interviews with 24 mentors and 11 mentees that included learners from medicine and the biomedical sciences. Data were analyzed thematically. Results: How participants combined developmental support and assessment varied. In some mentor-mentee relationships it worked well, in others it caused tensions. Tensions were also created by unintended consequences of design decisions at the program level. Dimensions impacted by experienced tensions were: relationship quality, dependence, trust, and nature and focus of mentoring conversations. Mentors and mentees mentioned applying various strategies to alleviate tensions: transparency and expectation management, distinguishing between developmental support and assessment, and justifying assessment responsibility. Discussion: Combining the responsibility for developmental support and assessment within an individual worked well in some mentor-mentee relationships, but caused tensions in others. On the program level, clear decisions should be made regarding the design of programmatic assessment: what is the program of assessment and how are responsibilities divided between all involved? If tensions arise, mentors and mentees can try to alleviate these, but continuous mutual calibration of expectations between mentors and mentees remains of key importance.

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Section: Discussionmentioning

confidence: 94%

Section: Discussionmentioning

confidence: 94%

Combining Support and Assessment in Health Professions Education: Mentors’ and Mentees’ Experiences in a Programmatic Assessment Context

Loosveld¹,

Driessen²,

Theys³

et al. 2023

Perspect Med Educ

View full text Add to dashboard Cite

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Clarifying and expanding equity in assessment by considering three orientations: Fairness, inclusion and justice

Kakara Anderson,

Govaerts,

Abdulla

et al. 2024

Medical Education

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ContextDespite increasing discussion and scholarship, equity in assessment is rarely defined and distinguished in a way that allows for shared understanding in medical education. This paper seeks to clarify and expand the conversation about equity in assessment by critically reviewing three distinct and evolving orientations toward equity in assessment. Orientations refers to the positions, attitudes, interests or priorities individuals can hold toward equity in assessment. The three orientations include fairness‐oriented assessment, assessment for inclusion and justice‐oriented assessment. While fairness‐oriented assessment is a prevailing orientation in medical education, assessment for inclusion and justice‐oriented assessment, originally developed in other fields of education, deserve careful consideration.MethodsIn this paper, the authors explore unique underpinning assumptions of each orientation by critically examining the foundational literature of each orientation. They reflect on the unique perspectives each orientation provides, including the actions one might take and what advantages and disadvantages might result from looking at equity in assessment from any one orientation.ConclusionsInformed by this reflection, the authors propose that to more effectively advance equity in assessment in medical education, those working in the field should clearly identify their respective orientations, intentionally choose methods, tools and measures aligned with their orientations and expand their work by exploring alternative orientations.

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Using fairness to reconcile tensions between coaching and assessment

Abstract: Coaching is dedicated to supporting learners' personal and professional development to assist them reach their potential. 1 In contrast, traditionally, assessment has been focused on achievement or selecting out the 'bad apples'. From this perspective,

Cited by 2 publications

References 20 publications

Combining Support and Assessment in Health Professions Education: Mentors’ and Mentees’ Experiences in a Programmatic Assessment Context

Combining Support and Assessment in Health Professions Education: Mentors’ and Mentees’ Experiences in a Programmatic Assessment Context

Clarifying and expanding equity in assessment by considering three orientations: Fairness, inclusion and justice

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Using fairness to reconcile tensions between coaching and assessment

Abstract: Coaching is dedicated to supporting learners' personal and professional development to assist them reach their potential. 1 In contrast, traditionally, assessment has been focused on achievement or selecting out the 'bad apples'. From this perspective,

Cited by 2 publications

References 20 publications

Combining Support and Assessment in Health Professions Education: Mentors&rsquo; and Mentees&rsquo; Experiences in a Programmatic Assessment Context

Combining Support and Assessment in Health Professions Education: Mentors&rsquo; and Mentees&rsquo; Experiences in a Programmatic Assessment Context

Clarifying and expanding equity in assessment by considering three orientations: Fairness, inclusion and justice

Contact Info

Product

Resources

About

Combining Support and Assessment in Health Professions Education: Mentors’ and Mentees’ Experiences in a Programmatic Assessment Context

Combining Support and Assessment in Health Professions Education: Mentors’ and Mentees’ Experiences in a Programmatic Assessment Context