Structured feedback to undergraduate medical students: 3 years' experience of an assessment tool.
Haffling, Ann-Christin LU ; Beckman, Anders LU
and Edgren, Gudrun
LU
(2011)
In Medical Teacher
33(7).
p.349-357
- Abstract
- Background: There is a paucity of research on the effects of interactive feedback methods and sustained assessment strategies in formative assessment of students in the workplace. Aims: To investigate the outcome of long-term use of an assessment tool. Methods: Retrospective analysis of summarised assessment tools from 3 years of 464 final-year students in general practice. Quantitative data were analysed using non-parametric tests and a multi-level approach. Qualitative data were subjected to content analysis. Results: Students' main deficiencies in the consultation were in the domains of working diagnoses and management plans; however, supervisors emphasised goals of patient-centred communication and structure of the medical interview.... (More)
- Background: There is a paucity of research on the effects of interactive feedback methods and sustained assessment strategies in formative assessment of students in the workplace. Aims: To investigate the outcome of long-term use of an assessment tool. Methods: Retrospective analysis of summarised assessment tools from 3 years of 464 final-year students in general practice. Quantitative data were analysed using non-parametric tests and a multi-level approach. Qualitative data were subjected to content analysis. Results: Students' main deficiencies in the consultation were in the domains of working diagnoses and management plans; however, supervisors emphasised goals of patient-centred communication and structure of the medical interview. As a group, students underestimated their clinical performance, compared to supervisors' judgement. Most students were supplied with specific goals, 58% with specific follow-up feedback. The majority of students and supervisors were satisfied with the assessment strategy. Long-term experience with the tool significantly increased the proportion of specific goals and feedback to students, supervisors' stringency of the assessment, and their satisfaction with the tool. Conclusions: The summarised assessment strategy proved feasible and acceptable with students and supervisors in a continuous attachment with assigned personal supervisors. However, there was room for improvement in supervisors' provision of specific follow-up feedback. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/2007858
- author
- Haffling, Ann-Christin
LU
; Beckman, Anders
LU
and Edgren, Gudrun
LU
- organization
- publishing date
- 2011
- type
- Contribution to journal
- publication status
- published
- subject
- in
- Medical Teacher
- volume
- 33
- issue
- 7
- pages
- 349 - 357
- publisher
- Taylor & Francis
- external identifiers
-
- wos:000291946700001
- pmid:21696267
- scopus:79959492529
- ISSN
- 0142-159X
- DOI
- 10.3109/0142159X.2011.577466
- language
- English
- LU publication?
- yes
- id
- 330af47e-6779-43aa-83cb-7826b9a1896f (old id 2007858)
- alternative location
- http://www.ncbi.nlm.nih.gov/pubmed/21696267?dopt=Abstract
- date added to LUP
- 2016-04-04 08:46:28
- date last changed
- 2022-04-23 17:48:34
@article{330af47e-6779-43aa-83cb-7826b9a1896f,
abstract = {{Background: There is a paucity of research on the effects of interactive feedback methods and sustained assessment strategies in formative assessment of students in the workplace. Aims: To investigate the outcome of long-term use of an assessment tool. Methods: Retrospective analysis of summarised assessment tools from 3 years of 464 final-year students in general practice. Quantitative data were analysed using non-parametric tests and a multi-level approach. Qualitative data were subjected to content analysis. Results: Students' main deficiencies in the consultation were in the domains of working diagnoses and management plans; however, supervisors emphasised goals of patient-centred communication and structure of the medical interview. As a group, students underestimated their clinical performance, compared to supervisors' judgement. Most students were supplied with specific goals, 58% with specific follow-up feedback. The majority of students and supervisors were satisfied with the assessment strategy. Long-term experience with the tool significantly increased the proportion of specific goals and feedback to students, supervisors' stringency of the assessment, and their satisfaction with the tool. Conclusions: The summarised assessment strategy proved feasible and acceptable with students and supervisors in a continuous attachment with assigned personal supervisors. However, there was room for improvement in supervisors' provision of specific follow-up feedback.}},
author = {{Haffling, Ann-Christin and Beckman, Anders and Edgren, Gudrun}},
issn = {{0142-159X}},
language = {{eng}},
number = {{7}},
pages = {{349--357}},
publisher = {{Taylor & Francis}},
series = {{Medical Teacher}},
title = {{Structured feedback to undergraduate medical students: 3 years' experience of an assessment tool.}},
url = {{http://dx.doi.org/10.3109/0142159X.2011.577466}},
doi = {{10.3109/0142159X.2011.577466}},
volume = {{33}},
year = {{2011}},
}