Structured feedback to undergraduate medical students: 3 years' experience of an assessment tool

There is a paucity of research on the effects of interactive feedback methods and sustained assessment strategies in formative assessment of students in the workplace.

To investigate the outcome of long-term use of an assessment tool.

Retrospective analysis of summarised assessment tools from 3 years of 464 final-year students in general practice. Quantitative data were analysed using non-parametric tests and a multi-level approach. Qualitative data were subjected to content analysis.

Students' main deficiencies in the consultation were in the domains of working diagnoses and management plans; however, supervisors emphasised goals of patient-centred communication and structure of the medical interview. As a group, students underestimated their clinical performance, compared to supervisors' judgement. Most students were supplied with specific goals, 58% with specific follow-up feedback. The majority of students and supervisors were satisfied with the assessment strategy. Long-term experience with the tool significantly increased the proportion of specific goals and feedback to students, supervisors' stringency of the assessment, and their satisfaction with the tool.

The summarised assessment strategy proved feasible and acceptable with students and supervisors in a continuous attachment with assigned personal supervisors. However, there was room for improvement in supervisors' provision of specific follow-up feedback.