Workplace-based assessment as an educational tool. Guide supplement 31.5 – Viewpoint

Quantrill, Simon; Tun, Jimmy Kyaw

doi:10.3109/0142159x.2012.668234

Cited by 6 publications

(6 citation statements)

References 10 publications

(8 reference statements)

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“…Miniinterviews supported this assumption: residents usually had good relationships with their supervisors, but their busy supervisors rarely engaged themselves in teaching, in providing feedback or in mentoring. Findings of Pilgrim et al (2012) as well as Quantrill and Tun (2012) concur with our results. Therefore, encouraging feedback-seeking should be combined with the provision of good-quality feedback to make WbA a powerful educational tool and feedback-seeking behaviours an effective learning tool.…”

Section: Discussionsupporting

confidence: 83%

“…These results contrast the findings of Veloski et al (2006). This may be due to how WbA are conducted in what learning climate: low approachability of supervisors, lack of time, preference to use WbA just as a tick-box, trend of supervisors to deliver written feedback late (Quantrill & Tun 2012) or their reluctance to provide meaningful feedbacks (Pilgrim et al 2012) are some reasons. A promising approach to reduce reluctance and discomfort to provide (negative) feedback is to elaborate the feedback in a dialogue with the resident as Kogan et al (2012) observed.…”

Section: Situational Factors: Feedback-seeking Contextcontrasting

confidence: 54%

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Why supervisors should promote feedback-seeking behaviour in medical residency

Bose

Gijselaers

2013

Medical Teacher

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Background: Individual disposition of goal orientation and situational factors of the working context, both generate and modulate motives to seek feedback. Aim: We looked for correlations between feedback-seeking and individual goal orientation, motives or concerns of feedbackseeking, working context of medical residents. We focussed on how promotion of feedback-seeking by supervisors and educational environment influenced motives and behaviours of feedback-seeking in residents. Methods: Web-based administration of a Likert-type composite questionnaire to residents of a tertiary care teaching hospital in Switzerland and mini-interviews. Results: Fifty-six (45%) of 125 residents completed the questionnaire. After multiple regression analysis promotion of feedbackseeking through supervisors remained the sole predictor correlating with feedback-seeking through inquiry (R 2 ¼ 16) and the

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Section: Discussionsupporting

confidence: 83%

Section: Situational Factors: Feedback-seeking Contextcontrasting

confidence: 54%

Why supervisors should promote feedback-seeking behaviour in medical residency

Bose

Gijselaers

2013

Medical Teacher

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“…A survey of Foundation Year 2 trainees (FY2) demonstrated that 60.9%, 56.1% and 39.1% of trainees felt that DOPs, mini-CEXs and CBDs, respectively, were useless or very useless. 22 A similar result was observed on a survey of GP specialist trainees (GPSTs). Only 55% of GPSTs viewed WBAs as a useful educational tool.…”

Section: Methodssupporting

confidence: 69%

Work-based assessments: making the transition from participation to engagement

2014

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SummaryWork-based assessments (WBAs) were only recently introduced into medicine. However, since their introduction, they have rapidly grown in popularity. WBAs are now a routine part of medical training. As WBAs are being implemented, the practical difficulties with their use have come to light. A major problem is failure of the trainees, trainers and training programmes to adequately engage with them. In this review, the reasons for this and how these can be overcome are discussed.

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“…There are also some practical reasons to implement a peer assessment and peer feedback protocol. In the presence of resource constraints and staff problems with providing sufficient feedback, 34 peer assessment can help to overcome the frequently reported lack of immediate feedback in workplace‐based assessment as well as difficulties in finding a staff assessor 2 . Given these points, peer assessment and peer feedback have significant potential in the current dental education setting.…”

Section: Discussionmentioning

confidence: 99%

“…However, time pressures, competing demands, and increasing numbers of students may adversely affect this process. Current practice in medical workplace assessment has also been criticized for its absence of direct observation, 1 lack of informed and immediate feedback, difficulties in finding staff assessors, 2 and limited opportunities for reflection and discussion 3 …”

mentioning

confidence: 99%

Fostering Dental Students’ Academic Achievements and Reflection Skills Through Clinical Peer Assessment and Feedback

Tricio-Pesce

Woolford

Escudier

2016

Journal of Dental Education

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Peer assessment is increasingly being encouraged to enhance dental students' learning. The aim of this study was to evaluate the educational impact in terms of academic achievements and reflective thinking of a formative prospective peer assessment and feedback protocol. Volunteer final-year dental students at King's College London Dental Institute, UK, received training on peer assessment, peer feedback, and self-reflection. At the beginning (baseline) and end (resultant) of the 2012-13 academic year, 86 students (55% of the year group) completed a reflection questionnaire (RQ). Sixty-eight of those students used a modified Direct Observation of Procedural Skills (DOPS) as a framework for peer assessment and peer feedback during a complete academic year. End-of-year, high-stakes examination grades and RQ scores from the participants and nonparticipants were statistically compared. The participants completed 576 peer DOPS. Those 22 students who peer assessed each other ≥10 times exhibited highly statistically significant differences and powerful positive effect sizes in their high-stakes exam grades (p=0.0001, d=0.74) and critical reflection skills (p=0.005, d=1.41) when compared to those who did not assess one another. Furthermore, only the same 22 students showed a statistically significant increase and positive effect size in their critical reflection skills from baseline to resultant (p=0.003, d=1.04). The results of this study suggest that the protocol used has the potential to impact dental students' academic and reflection skills, provided it is practiced in ten or more peer encounters and ensuring peer feedback is provided followed by self-reflection.

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Workplace-based assessment as an educational tool. Guide supplement 31.5 – Viewpoint

Cited by 6 publications

References 10 publications

Why supervisors should promote feedback-seeking behaviour in medical residency

Why supervisors should promote feedback-seeking behaviour in medical residency

Work-based assessments: making the transition from participation to engagement

Fostering Dental Students’ Academic Achievements and Reflection Skills Through Clinical Peer Assessment and Feedback

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