Abstract
Background: Educators have witnessed changing and increased student expectations regarding the provision and frequency of feedback. This is driven by the recognition that feedback is inherent to the learning process, by allowing students to re-evaluate strategies and behaviours to optimize understanding of subject content, through which self-reflection feeds self-regulatory behaviour.
Summary Of Work: This study involved the implementation of a novel formative assessment feedback tool within the clinical skills teaching of second-year undergraduate medical students. The Four Ps formative assessment tool (4Ps) centred around four pillars: Preparation, Participation, Performance and Professionalism. A criterion-referenced marking score for each pillar provided students with an overall mark, with a maximum of 12 points. Specific, task focussed written feedback was included to support self-monitoring by the students and disseminated at regular intervals via the learning management system.
Summary Of Results: Evolution of the Four Ps tool was informed by student testimonials, qualitative evaluation data, clinical tutor feedback and reflective practice over a 12-month period, to develop an accessible, standardized, and personalised framework. Engagement in these self-regulatory processes sought to enhance students’ motivational beliefs and achievement of learning. Needs assessment of a large contingent of clinical tutors informed the data input tool allowing the development of standard feedback statements, to ensure consistency and equity for learners.
Discussion And Conclusion: The 4Ps tool meets the needs of modern learners, who seek feedback that is consistent, varied in delivery, and personalised to encourage self-monitoring of clinical skills. Preliminary results indicate it has the potential to be a highly effective and valuable resource for both students and educators. Its implementation within a clinical skills curriculum can allow timely performance feedback, opportunities for learner self-reflection and increased engagement in the learning process. It provides a means to identify students requiring support through identification of knowledge and/or skill deficiencies and more broadly provides real-time curriculum review, evaluation of and calibration of small group teaching in large cohorts.
Take Home Messages
• We showcase the potential of a new formative assessment tool to respond to changing learner expectations, to provide feedback in clinical skills that is relevant, actionable, and aligned with the learning outcomes of the course.
Summary Of Work: This study involved the implementation of a novel formative assessment feedback tool within the clinical skills teaching of second-year undergraduate medical students. The Four Ps formative assessment tool (4Ps) centred around four pillars: Preparation, Participation, Performance and Professionalism. A criterion-referenced marking score for each pillar provided students with an overall mark, with a maximum of 12 points. Specific, task focussed written feedback was included to support self-monitoring by the students and disseminated at regular intervals via the learning management system.
Summary Of Results: Evolution of the Four Ps tool was informed by student testimonials, qualitative evaluation data, clinical tutor feedback and reflective practice over a 12-month period, to develop an accessible, standardized, and personalised framework. Engagement in these self-regulatory processes sought to enhance students’ motivational beliefs and achievement of learning. Needs assessment of a large contingent of clinical tutors informed the data input tool allowing the development of standard feedback statements, to ensure consistency and equity for learners.
Discussion And Conclusion: The 4Ps tool meets the needs of modern learners, who seek feedback that is consistent, varied in delivery, and personalised to encourage self-monitoring of clinical skills. Preliminary results indicate it has the potential to be a highly effective and valuable resource for both students and educators. Its implementation within a clinical skills curriculum can allow timely performance feedback, opportunities for learner self-reflection and increased engagement in the learning process. It provides a means to identify students requiring support through identification of knowledge and/or skill deficiencies and more broadly provides real-time curriculum review, evaluation of and calibration of small group teaching in large cohorts.
Take Home Messages
• We showcase the potential of a new formative assessment tool to respond to changing learner expectations, to provide feedback in clinical skills that is relevant, actionable, and aligned with the learning outcomes of the course.
| Original language | English |
|---|---|
| Pages | 78-79 |
| Number of pages | 2 |
| Publication status | Published - 2023 |
| Event | AMEE - The International Association For Health Professions Education 2023: AMEE 2023 - SEC Conference Centre, Glasgow, United Kingdom Duration: 26 Aug 2023 → 30 Aug 2023 https://amee.org/amee-2024/amee-2024-abstracts/ |
Conference
| Conference | AMEE - The International Association For Health Professions Education 2023 |
|---|---|
| Country/Territory | United Kingdom |
| City | Glasgow |
| Period | 26/08/23 → 30/08/23 |
| Other | We are very pleased to announce that we will be returning to Glasgow, Scotland for our next annual conference! Taking place in the SEC Conference Centre on 26 - 30 August 2023, we look forward to once again bringing Healthcare Education Professionals from around the world to Scotland's largest city. |
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