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Practicing physicians' needs for assessment and feedback as part of professional development
Joan Sargeant1, David Bruce, Craig M Campbell
1Professor Division of Medical Education, Dalhousie University. joan.sargeant@dal.ca.
The Journal of Continuing Education in the Health Professions
|December 19, 2013
Summary
Assessment and feedback are key to professional development. A 4-phase facilitated reflective process helps professionals use this data for practice change and continuous learning.
Area of Science:
- Medical Education
- Professional Development
- Learning Sciences
Background:
- Growing understanding of the interplay between assessment, feedback, and professional growth.
- Need for effective strategies to translate assessment insights into practice improvement.
Purpose of the Study:
- To explore the linkages between assessment, feedback, and continuing professional development (CPD).
- To understand how assessment and feedback can guide professional development and practice change.
Main Methods:
- Review of conceptual models for learning and practice change.
- Proposal of a 4-phase facilitated reflective process.
- Exploration of personal and contextual factors influencing the process.
Main Results:
- Assessment and feedback are not inherently intuitive drivers of learning and change.
- A structured, facilitated reflective process is proposed to enhance engagement with assessment data.
- Personal and contextual factors significantly influence the effectiveness of feedback for professional development.
Conclusions:
- Effective utilization of assessment and feedback requires a deliberate, facilitated approach.
- The proposed 4-phase process offers a framework for professionals to leverage assessment for learning and practice change.
- Consideration of individual and environmental factors is crucial for successful professional development.
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