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Lessons learnt from a pilot of assessment for learning.

Siu Pan Cho1, David Parry1, Winnie Wade2

  • 1Royal College of Physicians, London, UK.

Clinical Medicine (London, England)
|December 4, 2014
PubMed
Summary

Assessments for learning, like supervised learning events (SLEs), were viewed as valuable learning tools by medical trainees and trainers. However, inconsistent organization, lack of direct observation, and poor feedback hindered their educational effectiveness.

Keywords:
Workplace-based assessmentassessment for learningfeedbacksupervised learning events

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Area of Science:

  • Medical Education
  • Workplace-Based Assessment
  • Learning Sciences

Background:

  • Workplace-based assessments (WPBA) are crucial in postgraduate medical education.
  • Distinguishing between assessments for learning and assessments of learning is key for effective training.
  • Previous implementation of new assessment tools requires evaluation.

Purpose of the Study:

  • To evaluate trainee and trainer experiences with assessments for learning.
  • To investigate perceptions of supervised learning events (SLEs) in postgraduate medical training.
  • To identify factors influencing the successful implementation of assessments for learning.

Main Methods:

  • A 12-month pilot study conducted across three regions.
  • Involved core medical trainees and higher specialty medical trainees.
  • Utilized focus groups and questionnaires to gather data on perceptions and experiences.

Main Results:

  • Trainees and trainers perceived supervised learning events (SLEs) as beneficial learning tools.
  • SLEs were often conducted without prior organization or direct observation.
  • Inadequate or delayed feedback significantly limited the educational value of SLEs.
  • Trainee and trainer disengagement was identified as a contributing factor to suboptimal implementation.

Conclusions:

  • Supervised learning events (SLEs) show potential as effective learning tools in postgraduate medical education.
  • Addressing issues of organization, observation, and feedback is critical for maximizing the benefits of SLEs.
  • Findings provide insights for improving the future implementation of assessments for learning in medical training.