Presentation Description
Rashmi Watson1
1 The University of Western Australia
1 The University of Western Australia
Background:
The new Work-Based Assessment (WBA) tasks utilising the new Entrustable Professional Activity (EPA) format through the collaborative multi-institutional network ACCLAiM was piloted by the UWA, Medical School in 2023. Feedback forms an integral part of the learning process (Burgess et al., 2020) with multiple outcomes informing progress, motivating learning and highlighting key areas for improvement.
The new Work-Based Assessment (WBA) tasks utilising the new Entrustable Professional Activity (EPA) format through the collaborative multi-institutional network ACCLAiM was piloted by the UWA, Medical School in 2023. Feedback forms an integral part of the learning process (Burgess et al., 2020) with multiple outcomes informing progress, motivating learning and highlighting key areas for improvement.
Summary and results:
In this new format, assessors are required to provide feedback for learning to the final year students in preparation for their internship. Feedback provided by assessors ranged from comments/statements/affirmations/constructive feedback.
In this new format, assessors are required to provide feedback for learning to the final year students in preparation for their internship. Feedback provided by assessors ranged from comments/statements/affirmations/constructive feedback.
The presentation will examine the types of feedback provided by assessors and lessons learnt (so far) in the journey of the implementation.
Take home messages:
- Feedback is an art that requires education to busy clinician assessors in order to provide effective feedback.
- Training and support are essential.
- Students are integral to the process of understanding feedback and requesting specific and targeted feedback.
- A feedback framework/model will be developed (in progress) as a result of the findings to date which medical schools can utilise to provide assessors with education around feedback language.
References (maximum three)
Burgess, A., van Diggele, C., Roberts, C., & Mellis, C. (2020). Feedback in the clinical setting. BMC Med Educ, 20(Suppl 2), 460. https://doi.org/10.1186/s12909-020-02280-5 [pii]
2280 [pii] 10.1186/s12909-020-02280-5 [doi]
Molloy, E., Boud, D., & Henderson, M. (2020). Developing a learning-centred framework for feedback literacy. Assessment & Evaluation in Higher Education, 45(4), 527-540. https://doi.org/10.1080/02602938.2019.1667955
Ramani, S., & Krackov, S. K. (2012). Twelve tips for giving feedback effectively in the clinical environment. Medical Teacher, 34(10), 787-791. https://doi.org/10.3109/0142159x.2012.684916