Trainee doctors’ views on workplace-based assessments: Are they just a tick box exercise?

Bindal, Taruna; Wall, David; Goodyear, Helen

doi:10.3109/0142159x.2011.558140

Cited by 129 publications

(159 citation statements)

References 19 publications

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“…Multiple factors influence whether learners will seek feedback as needed in clinical settings including external factors such as supervisors' receptivity to learners, learnersupervisor relationships, the learning culture, and internal factors such as the learner's confidence and beliefs about one's competence (Stewart 2008;Archer 2010;Bindal et al 2011;Sargeant et al 2011). The acceptability and impact of feedback can be increased if it relates to personally meaningful goals set by the recipient (Goldman 2009;Archer 2010).…”

Section: Practice Pointsmentioning

confidence: 99%

Encouraging residents to seek feedback

et al. 2013

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Aim: To explore resident and faculty perceptions of the feedback process, especially residents' feedback-seeking activities. Methods: We conducted focus groups of faculty and residents exploring experiences in giving and receiving feedback, feedbackseeking, and suggestions to support feedback-seeking. Using qualitative methods and an iterative process, all authors analyzed the transcribed audiotapes to identify and confirm themes. Results: Emerging themes fit a framework situating resident feedback-seeking as dependent on four central factors: (1) learning/ workplace culture, (2) relationships, (3) purpose/quality of feedback, (4) emotional responses to feedback. Residents and faculty agreed on many supports and barriers to feedback-seeking. Strengthening the workplace/learning culture through longitudinal experiences, use of feedback forms and explicit expectations for residents to seek feedback, coupled with providing a sense of safety and adequate time for observation and providing feedback were suggested. Tensions between faculty and resident perceptions regarding feedback-seeking related to fear of being found deficient, the emotional costs related to corrective feedback and perceptions that completing clinical work is more valued than learning. Conclusion: Resident feedback-seeking is influenced by multiple factors requiring attention to both faculty and learner roles. Further study of specific influences and strategies to mitigate the tensions will inform how best to support residents in seeking feedback.

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Section: Practice Pointsmentioning

confidence: 99%

Encouraging residents to seek feedback

et al. 2013

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“…10 It is recommended that formative assessment is essential to help the trainee develop skills, identify strengths and weaknesses and plan development accordingly. 4,5,13,14 Formative monitoring should be an on-going process and Stuart 4 suggests that the assessment should be undertaken by a mentor who is aware of the student's abilities and progress. This is relevant to responses to questions about who should undertake formative monitoring of the ultrasound trainee and how often this should be recommended for a full postgraduate programme.…”

Section: Discussionmentioning

confidence: 99%

Ultrasound clinical progress monitoring: Who, where and how?

Harrison

2015

Ultrasound

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Prior to assessment of final ultrasound clinical competency it is important to monitor clinical progress, provide high quality feedback and encourage skills development. The role of the supervisor, mentor and assessor are fundamental to the on-going progress monitoring of ultrasound trainees. This article forms the second part of a larger project which was to elicit ultrasound practitioners' opinions on how progress should be monitored, where and by whom. An on-line questionnaire was used to gain opinions from ultrasound practitioners. Totally, 116 responses were received from professionals with an interest in ultrasound assessment. Results suggested that experienced, qualified ultrasound practitioners should undertake the role of supervisor and assessor, having been prepared for that role by the training centre. Formative monitoring should take place both within the clinical department and possibly the training centre, using a range of methods. Following completion of the training, practitioners should have a preceptorship period to consolidate their knowledge and skills for 3 to 6 months or until further competencies have been demonstrated. Formative progress monitoring should be a recognised part of ultrasound training. Essentially, staff undertaking supervision and assessor roles should be supported and trained to ensure a high quality, consistent learning experience for ultrasound trainees. Additionally, they should provide appropriate feedback to the trainee and education centre.

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“…This has implications for what is taught and how it is taught in the undergraduate medical curriculum, suggesting a need for change to produce graduates who are better prepared for the job they do. We read with interest the article by Bindal et al (2011) on trainee's views of workplace-based assessment. We wish to endorse their conclusion that a cultural change is required for these educational instruments to be of value, with respect to the way in which they are conducted.…”

Section: Dear Sirmentioning

confidence: 99%