Presentation Description
Elena Pascoe1,2
Conor Gilligan3, Katie Wynne4 and Brian Jolly5,3
1 School of Medicine & Public Health, College of Health, Medicine and Wellbeing, University of Newcastle.
2 risr/
3 University of Newcastle
4 The University of Newcastle / University of New England
5 School of Medicine & Public Health, College of Health, Medicine and Wellbeing
Conor Gilligan3, Katie Wynne4 and Brian Jolly5,3
1 School of Medicine & Public Health, College of Health, Medicine and Wellbeing, University of Newcastle.
2 risr/
3 University of Newcastle
4 The University of Newcastle / University of New England
5 School of Medicine & Public Health, College of Health, Medicine and Wellbeing
1. Research Question(s)
This research will explore the influence of the supervisor and student role in providing/receiving feedback for Workplace-based Assessments (WBAs) assessed in Years 4/5 of the BSCI/MD programmes by investigating:
This research will explore the influence of the supervisor and student role in providing/receiving feedback for Workplace-based Assessments (WBAs) assessed in Years 4/5 of the BSCI/MD programmes by investigating:
- What are the attributes of narrative feedback provided to medical students during WBAs?
- Do these attributes differ if:
- The student records the feedback narrative or on behalf of the assessor
- The assessor records the feedback narrative
- Is there alignment between narrative and verbal feedback delivered to medical students during WBAs?
- Do the attributes of feedback conversations differ by the characteristics of the participants e.g by gender or hierarchical distance between assessor and student?
- How does the WBA narrative feedback impact on the formation of medical students’ professional identity?
2. Analysis / Methodology
This project will utilise three strands of inquiry and multiple methodologies in separate phases:
- The initial phase will retrospectively analyse WBA events using statistical and thematic analysis of the narratives from the Year 4/5 MD students’ WBAs as part of their assessment requirements. Students will be surveyed +/- participate in a focus group interview, on their views of feedback relationships and how this has informed their professional identity.
- The second phase looks at the “how” of the conversation, with feedback observed and analysed with Conversational Analysis. Follow up interviews will be explored with thematic analysis.
- Thematic analysis will be employed for in-depth analysis of the WBA narratives, the students' experience as reported in the survey, interviews, focus groups and the causality between these data points and the conversational analysis.
3. Findings so far
This is work in progress with results unavailable.
This is work in progress with results unavailable.
4. What is your question(s) for discussion with participants
How can qualitative methodologies be used to add value/evidence in health professions assessment?
Could these research methodologies inform improvements to assessment implementation?
Could these research methodologies inform improvements to assessment implementation?
5. Will your supervisor be in attendance?
Yes
Yes
References (maximum three)
Fernando, N., Cleland, J., McKenzie, H., & Cassar, K. (2008). Identifying the factors that determine feedback given to undergraduate medical students following formative mini‐CEX assessments. Medical Education, 42(1), 89-95.
Molloy, E., Boud, D., & Henderson, M. (2020). Developing a learning-centred framework for feedback literacy. Assessment & Evaluation in Higher Education, 45(4), 527-540.
Stokoe, E. (2013). Applying findings and creating impact from conversation analytic studies of gender and communication. Economic and Industrial Democracy, 34(3), 537-552.