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Do assessor comments on a multi-source feedback instrument provide learner-centred feedback?

Pirashanthie Vivekananda-Schmidt1, Lucy MacKillop, Jim Crossley

  • 1Medical Education, The Medical School, University of Sheffield, Sheffield, UK.

Medical Education
|October 15, 2013
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Summary
This summary is machine-generated.

Free-text comments in multi-source feedback often fail to aid physician development. Most comments are rater-centered, lacking specific behavioral evidence or suggestions for improvement, thus offering little value for professional growth.

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Area of Science:

  • Medical Education
  • Professional Development
  • Healthcare Assessment

Background:

  • Multi-source feedback (MSF) utilizes free-text comments to guide professional practice changes.
  • The effectiveness of these comments in facilitating assessee development is a key area of inquiry.

Purpose of the Study:

  • To investigate the helpfulness of free-text comments in multi-source feedback for career-grade doctors.
  • To analyze the content and utility of free-text comments for personal and professional development.

Main Methods:

  • Analysis of a large dataset of free-text comments from a national pilot study.
  • Evaluation of comment themes, assessor-assessee correspondence, and inclusion of specific behavioral evidence and change suggestions.
  • Categorization of comments based on 'respondent-centeredness' versus assessee development.

Main Results:

  • 42% of assessor forms contained free-text comments, with 56% of forms with below-average scores including feedback.
  • Comments were predominantly rater-centered, focusing on the assessee's impact on colleagues rather than personal development.
  • Significant differences in opinion were noted between assessor and assessee comments; clinical performance and personal development were under-represented.

Conclusions:

  • The current format of free-text comments in MSF provides minimal benefit for improving assessee personal development and performance.
  • A significant gap exists between the intended purpose of feedback and its actual utility in practice.
  • Recommendations for comment improvement should focus on specificity, behavioral evidence, and actionable suggestions for growth.