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Mindfulness in Motion (MIM): An Onsite Mindfulness Based Intervention (MBI) for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement

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Workplace-based assessment as an educational tool: AMEE Guide No. 31.

John Norcini¹, Vanessa Burch

¹Foundation for Advancement of International Medical Education and Research, Philadelphia 19104, USA. JNorcini@faimer.org

Medical Teacher

|December 26, 2007

Summary

Formative assessment and feedback are crucial for trainee development in workplace education. Effective feedback, tailored to learner needs and faculty training, significantly enhances performance and learning outcomes.

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Area of Science:

Medical Education
Workplace Learning
Professional Development

Background:

Concerns exist regarding infrequent observation, assessment, and feedback for trainees in workplace settings.
This has spurred interest in formative assessment methods that include observation and feedback opportunities.

Purpose of the Study:

Review literature on formative feedback efficacy and prevalence.
Describe common formative assessment methods and feedback characteristics.
Examine faculty development's impact and identify ongoing challenges.

Main Methods:

Literature review of formative assessment and feedback in medical education.
Analysis of factors influencing feedback efficacy.
Examination of faculty development strategies.

Main Results:

Formative assessment and feedback are powerful tools for behavior change in trainees.
Reliable and valid methods for assessment exist, enhancing workplace learning.
Feedback efficacy is improved by tailoring it to learner needs and focusing on performance.

Conclusions:

Formative assessment provides essential feedback opportunities for trainees.
Established methods demonstrate feedback's significant influence on learning.
Faculty involvement is critical, necessitating targeted training and participation strategies.