Feedback

The information here serves as a supplement to Chapters 7 and 10 of the book.• Feedback is an essential element in the facilitation of effective teaching and learning.• Timely and well-crafted feedback enhances the performance of learners by highlighting to them the abilities they already

possess, as well as giving constructive advice about how to develop those skills which have scope for improvement.• Feedback is a key method which can promote reflection within the learner and foster practitioners that are more critically

aware of their own performance.• Giving feedback is no longer seen as the exclusive domain of the educator, rather an expected responsibility which is shared

by the whole healthcare team and patients.• There are now a range of new devices, for example the 360 degree multisource feedback tools; e-portfolios; and workplace-

based assessments (see additional web material).

WeblinksUsing IT to enhance feedbackhttp://evidencenet.pbworks.com/f/guide+for+academic+staff+FINAL.pdfThis is a useful guide for people who want to know how to use IT to improve feedback, its main use will be for programme and module leads.

Formative feedbackBy Charles Juwah, Debra Macfarlane-Dick, Bob Matthew, David Nicol, David Ross and Brenda SmithAn excellent resource may be found on the Higher Education Academy website: Enhancing student learning through effective formative feedback.http://www.heacademy.ac.uk/assets/documents/resources/resourcedatabase/id353_senlef_guide.pdfThis is key reference which details a variety of ways in which feedback can be embedded in practice. It expands on the theory and purpose of feedback before examining some illustrative case studies. It includes useful advice on portfolios and self-assessment and has ideas for staff development workshops.

Focus on feedbackDr Lorraine NobleThis is a presentation of Powerpoint slides from a workshop on giving feedback.http://www.ucl.ac.uk/medicalschool/postgraduate/events/mededconference11062012/LN-Focus-on-feedback.pdf

Enhancing feedback on workplace-based assessmentsDr Alison Sturrock, Alex Nesbitt, Freya Baird, Andrew Pitcher, Lyndon JamesThis is a presentation of Powerpoint slides from a student-led workshop about their research and thoughts about workplace based assessments. This is an adjunct to Chapter 7 on feedback.http://www.ucl.ac.uk/medicalschool/postgraduate/events/mededconference11062012/AN-workshop-slides-final.pdf

The Calgary-Cambridge approach in communication skills teachingSilverman, J D, Draper, J, and Kurtz, SMhttp://www.gp-training.net/training/communication_skills/calgary/index.htm

Companion website material for How to Assess Students and Trainees in Medicine and Health, First Edition. Edited by Olwyn M. R. Westwood, Ann Griffin, and Frank C. Hay.© 2013 John Wiley & Sons, Ltd. Published 2013 by John Wiley & Sons, Ltd.

Feedback Page 33Weblinks Page 33Web resources Page 34YouTube resources Page 34Papers and weblinks: self-reflection and feedback Page 34

Future developments: assessment and feedback Page 35Papers cited and weblinks in Chapter 10 Page 35

Support for students Page 35Papers and weblinks: further advice student support Page 35

Contents

Web resourcesGiving and receiving feedback: A Guide to the use of Peers in giving Feedbackhttp://www.iml.uts.edu.au/assessment-futures/glossary/Giving-and-Receiving-Feedback.pdfA good resource on providing feedback for student learning.http://evaluate.curtin.edu.au/local/docs/5providing-feedback-for-student-learning.pdf

YouTube resourcesFeedback on workplace based assessment SGULhttps://www.youtube.com/watch?v=szbsSkLp_VgGiving feedback – by Dr. Paula ONeill of the Academy of Academic Leadershiphttps://www.youtube.com/watch?v=L1CjetPDEwwGiving feedback from St George’s University of London on atruncated Mini-Cexhttps://www.youtube.com/watch?v=ubQ7KH7lxLUHow not to give feedback: St George’s University of Londonhttps://www.youtube.com/watch?v=PRIlnUAKwDYMultisource Feedbackhttps://www.youtube.com/watch?v=wLL22CwNjao

Papers and weblinks: Self-reflection and feedbackPapers with e-linksBerk, R (2009) Using the 360° multisource feedback model to evaluate teaching and professionalism. Med Teach; 31: 1073–80http://www.ronberk.com/articles/2009_multisource.pdfCrossley J, Eiser C, Davies HA (2005) Children and their parents assessing the doctor-patient interaction: a rating system for doctors’ communication skills. Med Educ; 39:757–9http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2929.2005.02230.x/pdfDavies, H, Archer, J. Bateman, A, Dewar, S, Crossley, J, Grant, J, Southgate L. (2008) Specialty-specific multi-source feedback: assuring validity, informing training. Med Educ; 42: 1014–1020http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2923.2008.03162.x/pdfDavies, H, Archer, J (2005) Multi source feedback: developmental and practical aspects. Clin Teach; 2(2): 77–81https://www.abp.org/abpwebsite/r3p/preread/Davies.Mutisource%20feedback%20review.2005.pdfDriessen E, van Tartwijk J, Dornan T (2008) The self-critical doctor: helping students become more reflective. Br Med J; 336(7648):827–30.http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2292362/pdf/bmj-336-7648-prac-00827.pdfEnde, J. (1983) Feedback in clinical medical education. JAMA; 250(6): 771–81http://www.lumen.lumc.edu/lumen/meded/ipm/IPM1/EndeArticle.pdfEraut, M, (2006) Feedback. Learning in Health and Social Care; 5(3): 111–18 10.1111/j.1473-6861.2006.00129.xhttp://onlinelibrary.wiley.com/doi/10.1111/j.1473-6861.2006.00129.x/pdfMercer SW, McConnachie A, Maxwell M et al (2005) Relevance and performance of the Consultation and Relation Empathy (CARE) measure in general practice. Family Practice; 22 (3): 328–34http://fampra.oxfordjournals.org/content/22/3/328.full.pdf+htmlNestel D, Tierney T (2007) Role-play for medical students learning about communication: guidelines for maximising benefits. BMC Med Educ; 7: 3–12http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1828731/pdf/1472-6920-7-3.pdfNicol, D and Macfarlane-Dick, D (2006) Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education; 31(2): 199–218http://www.reap.ac.uk/reap/public/papers//DN_SHE_Final.pdfRamsey, P, Wenrich, M; Carline, J, Inui, T, Larson, E, and J, LoGerfo (1993) Use of peer ratings to evaluate physician perform-ance. JAMA; 269: 1655–60http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3244317/pdf/i1949-8357-3-4-511.pdfVeloski J, Boex J R, Grasberger M J, Evans A and Wolfson D B (2006). Systematic review of the literature on assessment, feedback and physicians’ clinical performance: BEME Guide no 7. Med Teach; 28 (2): 117–28http://informahealthcare.com/doi/pdf/10.1080/01421590600622665Wall, D. McAleer, S (2000) Teaching the consultant teachers – identifying the core content. Med Educ; 34 (2): 131–8http://onlinelibrary.wiley.com/doi/10.1046/j.1365-2923.2000.00464.x/pdfWard, M, Gruppen, L, Regehr, G (2002) Measuring Self-assessment: Current State of the Art Advances in Health Sciences Education 7: 63–80, 2002http://deepblue.lib.umich.edu/bitstream/handle/2027.42/41768/10459_2004_Article_397832.pdf;jsessionid=B6D90814EC620E84F23D55EAE46F1C94?sequence=1

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Weaver, M. (2006) Do students value feedback? Student perceptions of tutors’ written responses. Assessment & Evaluation in Higher Education; 31 (3): 379–94http://irep.ntu.ac.uk:1801/view/action/singleViewer.do?dvs=1362489176573~442&locale=en_GB&DELIVERY_RULE_ID= 12&search_terms=SYS%20=%20000005183&adjacency=N&application=DIGITOOL-3&frameId=1&usePid1=true&usePid2=trueWood, L, Hassell, A, Whitehouse, A, Bullock, A and Wall, D (2006) A Literature review of multi-source feedback systems within and without health services, leading to 10 tips for their successful design. Med Teach; 28(7): e185–e191http://informahealthcare.com/doi/pdf/10.1080/01421590600834286

Useful weblinksAcademy of Medical Royal Colleges: The Effectiveness of Continuing Professional Development 2010http://www.aomrc.org.uk/publications/statements/doc_view/213-effectiveness-of-cpd-final-report.htmlLearning Portfolio, Section 3: Assessment, MSF The Royal Australian and New Zealand College of Radiologists® 2010 Multi-source feedback: Instructions for assessors and traineeshttp://www.google.co.uk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CDwQFjAC&url=http%3A%2F%2Fwww.ranzcr.edu.au%2Fcomponent%2Fdocman%2Fdoc_download%2F341-multi-source-feedback-msf&ei=qeEwUYSeJKek4ASwjYHYDw&usg=AFQjCNGEepnwglPXgz-t9nIN6e58sCeBfw&bvm=bv.43148975,d.bGEOverview of Pendleton Ruleshttp://www.gp-training.net/training/educational_theory/feedback/pendleton.htm

Future developments: Assessment and feedback

Papers cited and weblinks in Chapter 10Elston M (2009) Women and Medicine: The Future. Summary of findings from Royal College of Physicians research. (London)http://www.rcplondon.ac.uk/sites/default/files/documents/women-and-medicine-summary.pdfGoldacre, M, Taylor, K, Lambert, T (2010) Views of junior doctors on whether their medical school prepared them well for work: Questionnaire surveys. BMC Med Educ, 10:78 doi:10.1186/1472-6920-10-78http://www.biomedcentral.com/content/pdf/1472-6920-10-78.pdfMcManus, IC, Elder, AT; de Champlain, A, Dacre, JE, Mollon J, Chis, L (2008) Graduates of different UK medical schools show substantial differences in performance on MRCP Part 1, Part 2 and PACES examinations. BMC Medicine; 6 (5) doi:10.1186/ 1741-7015-6-5http://www.biomedcentral.com/content/pdf/1741-7015-6-5.pdfMcManus, IC, Ludka, K (2012) Resitting a high-stakes postgraduate medical examination on multiple occasions: nonlinear multilevel modelling of performance in the MRCP(UK) examinations, BMC Medicine;10:60 (doi:10.1186/1741-7015-10-60)http://www.biomedcentral.com/content/pdf/1741-7015-10-60.pdfWakeford R, Foulkes J, McManus IC, Southgate L (1993) MRCGP pass rate by medical school and region of postgraduate training. Br Med J; 307:542–3http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1679422/pdf/bmj00048-0069e.pdf

Support for students

Papers and weblinks: Further advice student supportCowan, M (2010) Dyslexia, dyspraxia and dyscalculia: a toolkit for nursing staff. (London: Royal College of Nursing)http://www.tcd.ie/disability/services/AST/Leaflets/Academic/Subject%20specific/nursing/Nursing_tool_kitf.pdfGarrett J, Alman M, Gardner S, Born C (2007) Assessing students’ metacognitive skills. Am J Pharm Educ;15;71(1):14http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1847545/pdf/ajpe14.pdfGibson S, Leinster S (2011) How do students with dyslexia perform in extended matching questions, short answer questions and observed structured clinical examinations? Adv Health Sci Educ Theory Pract;16(3):395–404http://download.springer.com/static/pdf/805/art%253A10.1007%252Fs10459-011-9273-8.pdf?auth66=1363455846_d9eeee2398d864c11e8418a0872716c0&ext=.pdfGrant, J (2002) Learning needs assessment: assessing the need. Br Med J; 324(7330):156–59http://www.bmj.com/highwire/filestream/318437/field_highwire_article_pdf/0/156.full.pdfTweed M, Ingham C (2010) Observed consultation: confidence and accuracy of assessors. Adv Health Sci Educ Theory Pract;15(1):31–43http://link.springer.com/article/10.1007/s10459-009-9163-5?LI=true#page-1Williamson GR, Callaghan L, Whittlesea E, Heath V (2011) Improving student support using placement development teams: staff and student perceptions. Journal of Clinical Nursing; 20: 828–36http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2702.2010.03287.x/pdfWoolf K, Haq I, McManus IC, Higham J, Dacre J (2008) Exploring the underperformance of male and minority ethnic medical students in first year clinical examinations. Adv Health Sci Educ Theory Pract; 13(5):607–16http://download.springer.com/static/pdf/576/art%253A10.1007%252Fs10459-007-9067-1.pdf?auth66=1363456295_43c6287dfa9933c8dff899db052395a4&ext=.pdf

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