Integrating Medical Students’ Goals, Self-Assessment and Preceptor Feedback in an Ambulatory Clerkship

Elnicki, D. Michael; Zalenski, Dianne

doi:10.1080/10401334.2013.827971

Cited by 12 publications

(5 citation statements)

References 22 publications

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“…This indicates that at the end of Year 1 of training, the ratings achieved by each profession were similar and that the self-assessment was being interpreted in a relatively consistent manner. The requirement for the self-assessment to be discussed with an advisor is therefore an important part of the mechanism for completion and through which to address known limitations of self-assessment (Elnicki & Zalenski 2013). From a total possible score of 60, mean total scores (SD) recorded were 47.29 (± 5.87); 48.94 (± 9.94) and 45.08 (± 8.64) respectively for OT, PT and SLT.…”

Section: Exploratory Statisticsmentioning

confidence: 99%

Knowing about and Performing Professionalism: Developing Professionalism in Interprofessional Healthcare Education

Mason

Vitkovitch

Lambert

et al. 2014

International Journal of Practice-based Learning in Health and

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Professionalism, and the ways in which it can be developed and maintained, has a high profile in today's health and social care climate. It is becoming increasingly important that higher education institutions develop ways of making teaching about the concept explicit; yet, teaching professionalism can be challenging for a number of reasons. Constructs of professionalism frequently represent character traits and attitudes rather than behaviours, which by definition makes them difficult to teach and potentially problematic to learn. Students of the School of Rehabilitation Sciences (RSC) within the University of East Anglia (UEA) have been using a Professionalism Charter since 2011. The purpose of the charter is to define the construct of professionalism for RSC students, to provide a tangible framework around which professionalism can be structured, to enable students to map changes in their professional attitudes, behaviours, knowledge and skills and to highlight areas for development. Evaluation of the charter has demonstrated that it is helpful in providing a reference point for best practice. Refinements are necessary, but the indications are that it has the potential to facilitate students' understanding of (knowing about) professionalism and provides them with opportunities to actively engage (perform) in practice.

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Section: Exploratory Statisticsmentioning

confidence: 99%

Knowing about and Performing Professionalism: Developing Professionalism in Interprofessional Healthcare Education

Mason

Vitkovitch

Lambert

et al. 2014

International Journal of Practice-based Learning in Health and

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“…High scores might be used to maintain the students’ motivation. Moreover trainers are reported to avoid ‘negative’ feedback [ 41 ], as students do not perceive feedback ‘free of emotions’, but may add a connotation such as ‘this person does not like me’ [ 42 ]. Thus, deterioration of the working relationship or reciprocally ‘negative’ clerkship evaluations might be anticipated by trainers as a consequence of critical feedback [ 24 , 33 , 43 ].…”

Section: Discussionmentioning

confidence: 99%

The influence of students’ prior clinical skills and context characteristics on mini-CEX scores in clerkships – a multilevel analysis

et al. 2015

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BackgroundIn contrast to objective structured clinical examinations (OSCEs), mini-clinical evaluation exercises (mini-CEXs) take place at the clinical workplace. As both mini-CEXs and OSCEs assess clinical skills, but within different contexts, this study aims at analyzing to which degree students’ mini-CEX scores can be predicted by their recent OSCE scores and/or context characteristics.MethodsMedical students participated in an end of Year 3 OSCE and in 11 mini-CEXs during 5 different clerkships of Year 4. The students’ mean scores of 9 clinical skills OSCE stations and mean ‘overall’ and ‘domain’ mini-CEX scores, averaged over all mini-CEXs of each student were computed. Linear regression analyses including random effects were used to predict mini-CEX scores by OSCE performance and characteristics of clinics, trainers, students and assessments.ResultsA total of 512 trainers in 45 clinics provided 1783 mini-CEX ratings for 165 students; OSCE results were available for 144 students (87 %). Most influential for the prediction of ‘overall’ mini-CEX scores was the trainers’ clinical position with a regression coefficient of 0.55 (95 %-CI: 0.26–0.84; p < .001) for residents compared to heads of department. Highly complex tasks and assessments taking place in large clinics significantly enhanced ‘overall’ mini-CEX scores, too. In contrast, high OSCE performance did not significantly increase ‘overall’ mini-CEX scores.ConclusionIn our study, Mini-CEX scores depended rather on context characteristics than on students’ clinical skills as demonstrated in an OSCE. Ways are discussed which focus on either to enhance the scores’ validity or to use narrative comments only.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-015-0490-3) contains supplementary material, which is available to authorized users.

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“…Self-assessment should help to bridge the gap between assumptions and reality; historically, however, the self-assessment of medical trainees and physicians of various specialties and levels of practice has been shown to correlate poorly with objective or third-party assessment. [13][14][15][16] When used as a learning tool in feedback rather than an assessment or evaluation measure, self-assessment is an effective and essential component of learning. [17][18][19] The advent of semiannual Milestone assessment provides a structured, scheduled opportunity for both summative and formative feedback to residents.…”

Section: Importancementioning

confidence: 99%

Integrating self‐assessment into feedback for emergency medicine residents

Geers

Sandefur

Colletti

et al. 2022

AEM Education and Training

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Background:In 2013 the Accreditation Council for Graduate Medical Education (ACGME) introduced "Milestones" designed to nationally standardize the assessment of resident physicians. Previous studies compare resident self-assessment on milestones to faculty assessment, with varying degrees of agreement, but integration of self-assessment into the formative feedback process has not yet been directly studied. This study uses a conceptual framework of self-determination theory, integrated with concepts from adult learning theory, to compare the perception of the feedback quality given in semiannual reviews before and after the incorporation of resident self-assessment into the feedback process. Methods:This was an interventional study conducted in a single emergency medicine residency program at a major academic hospital over 1 calendar year. Residents first engaged in a semiannual review without self-assessment. At subsequent semiannual reviews, residents completed a Milestone-based self-assessment that was provided to the faculty member assigned to conduct their semiannual review. Residents and faculty completed surveys rating perception of feedback quality. Two-sided Wilcoxon signed-rank tests were used in comparison analysis.Results: One resident did not self-assess prior to the semiannual review and was excluded leaving 25 paired surveys for analysis. Residents found feedback after the self-assessment more actionable (p = 0.013), insightful (p = 0.010), and better overall (p = 0.025). Similarly, faculty felt the feedback they provided was more actionable (p < 0.001), more insightful (p < 0.001), and better communicated (p < 0.001); led to improved resident understanding of milestones (p < 0.001); and were overall more satisfied (p < 0.001). Free-text comments explore pre-and postintervention perceptions of feedback.Conclusions: Integration of self-assessment into semiannual reviews improves perception of feedback given to residents as perceived by both residents and faculty.Although limited by sample size, the results are promising for a simple, evidence-based intervention to improve feedback during an existing mandated feedback opportunity.

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Integrating Medical Students’ Goals, Self-Assessment and Preceptor Feedback in an Ambulatory Clerkship

Abstract: Students and preceptors emphasize different aspects of performance. Student self-assessments were not associated with outcomes, but preceptor feedback was. Student self-assessment seemed resistant to feedback.

Cited by 12 publications

References 22 publications

Knowing about and Performing Professionalism: Developing Professionalism in Interprofessional Healthcare Education

Knowing about and Performing Professionalism: Developing Professionalism in Interprofessional Healthcare Education

The influence of students’ prior clinical skills and context characteristics on mini-CEX scores in clerkships – a multilevel analysis

Integrating self‐assessment into feedback for emergency medicine residents

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