Objective: The purpose of this study was to develop, implement, and evaluate the effectiveness of an assessment framework aimed at improving formative feedback practices in a Canadian orthopaedic postgraduate training program.
Methods: Tool development began in 2014 and took place in 4 phases, each building upon the previous and informing the next. The reliability, validity, and educational impact of the tools were assessed on an ongoing basis, and changes were made accordingly.
Results: One hundred eighty-two tools were completed and analyzed during the study period. Quantitative results suggested moderate to excellent agreement between raters (intraclass correlation coefficient = 0.54-0.93), and an ability of the tools to discriminate between learners at different stages of training (p's < 0.05). Qualitative data suggested that the tools improved both the quality and quantity of formative feedback given by assessors and had begun to foster a culture change around assessment in the program.
Conclusions: The tool development, implementation, and evaluation processes detailed in this article can serve as a model for other training programs to consider as they move towards adopting competency-based approaches and refining current assessment practices.
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.1016/j.jsurg.2019.03.015 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Background: Previous studies have confirmed the potential effectiveness of peer video feedback in the operational training of health care students. However, an appropriate theoretical framework to support peer video feedback has not been established. The cultural historical activity theory (CHAT) provides a suitable framework.
View Article and Find Full Text PDFTheories and Practices in Learning and Assessment for Postgraduate Medical Education: A Review.
Cureus
November 2024
Department of Trauma and Orthopaedics, Northern Care Alliance NHS Foundation Trust, Manchester, GBR.
This literature review explores key theories and practical strategies in postgraduate medical education. It examines essential learning strategies, such as didactic and experiential teaching methods, structured lesson planning, and models such as Maslow's hierarchy and Kolb's experiential learning cycle. Active learning techniques and feedback models, crucial for guiding medical trainees' growth, are also discussed.
View Article and Find Full Text PDFUsability testing of a palliative care information resource - outcomes from the formative evaluation of the CarerHelp Toolkit prototype.
Inform Health Soc Care
December 2024
Research Centre for Palliative Care, Death and Dying, College of Nursing and Health Sciences, Flinders University, Adelaide, Australia.
CarerHelp is an online resource supporting Australian family carers providing palliative care to loved ones at home. To confidently care for a dying person, family carers require access to evidence-based resources, accessible day or night when healthcare professionals or services are unavailable. Given carer diversity, usability evaluations assist online developers in shaping information experiences to family carer's needs and abilities.
View Article and Find Full Text PDFInternal Medicine Student Chief Elective.
Clin Teach
February 2025
Department of Internal Medicine, Division of General and Geriatric Medicine, University of Kansas Medical Center, Kansas City, Kansas, USA.
Background: With increasing patient care responsibilities, administrative work and education demands, physicians may find it challenging to provide high-quality and engaging clinical education to third-year medical students on clerkships. Fourth-year students in the role of near-peer teachers can help fill this role, but they often also have competing responsibilities.
Approach: A 4-week Internal Medicine Student Chief (Student Chief) elective was created, designed such that fourth-year students would apply for dedicated time to serve as student leaders, coaches and educators for the third-year students on the Internal Medicine clerkship.
Experiences of Simulated Phone Death Notification.
Clin Teach
February 2025
Pediatrics, Yale School of Medicine, New Haven, Connecticut, USA.
Background: Physicians perform many difficult skills, but notifying loved ones about the death of a family member is a particularly challenging skill that requires specific training. Descriptions of such training are lacking in the literature. We developed a formative standardised patient encounter on death notification over the telephone for fourth-year medical students and evaluated their qualitative perspectives, including emotional safety.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!