Presentation Description
Workshop Facilitators: A/Prof Diantha Soemantri, Nadia Greviana, Anyta Pinasthika and Rita Mustika
Professionalism is at the core of health professionals’ competencies; however, significant challenges still exist, especially in terms of how best to assess it. Since assessment drives learning, discussion, and studies on how to assess professionalism are still ongoing. Continuous feedback is currently considered as the heart of assessment, aligned with the principle of programmatic assessment. Therefore, the assessment of medical professionalism should also take into account the importance of feedback. Formative assessment is one of the means to provide actionable feedback that students can use to improve their learning, in this case, their professionalism attributes. Sargeant et al (2015) developed a feedback model called R2C2, which consists of four phases, build relationships, explore reactions, explore content, and coach for performance change. This model facilitates students to reflect on the feedback. In the last phase of the R2C2 model, students will be coached using triggering questions to come up with action plans for continuous improvement. The coaching phase is then essential; hence we propose to combine the R2C2 model with GROW coaching model, which stands for Goal, Reality, Options, and Will. We believe that the GROW model will augment the coaching phase of R2C2, given more thorough, in-depth, and structured ways to coach students to set goals, explore current situations and options for moving forward, and agree on specific action plans. Therefore, the R2C2-GROW model will enhance the feedback delivered within the formative assessment of professionalism.
Professionalism is at the core of health professionals’ competencies; however, significant challenges still exist, especially in terms of how best to assess it. Since assessment drives learning, discussion, and studies on how to assess professionalism are still ongoing. Continuous feedback is currently considered as the heart of assessment, aligned with the principle of programmatic assessment. Therefore, the assessment of medical professionalism should also take into account the importance of feedback. Formative assessment is one of the means to provide actionable feedback that students can use to improve their learning, in this case, their professionalism attributes. Sargeant et al (2015) developed a feedback model called R2C2, which consists of four phases, build relationships, explore reactions, explore content, and coach for performance change. This model facilitates students to reflect on the feedback. In the last phase of the R2C2 model, students will be coached using triggering questions to come up with action plans for continuous improvement. The coaching phase is then essential; hence we propose to combine the R2C2 model with GROW coaching model, which stands for Goal, Reality, Options, and Will. We believe that the GROW model will augment the coaching phase of R2C2, given more thorough, in-depth, and structured ways to coach students to set goals, explore current situations and options for moving forward, and agree on specific action plans. Therefore, the R2C2-GROW model will enhance the feedback delivered within the formative assessment of professionalism.