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Related Experiment Videos

Case-based discussion: perceptions of feedback.

Aruchuna Mohanaruban1, Lucy Flanders2, Huw Rees1

  • 1Faculty of Medicine, Imperial College, London, UK.

The Clinical Teacher
|April 13, 2017
PubMed
Summary

Medical trainees value case-based discussions (CbD) for performance feedback. However, improving planning and ensuring actionable feedback are crucial for effective workplace-based assessment.

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Area of Science:

  • Medical Education
  • Workplace-Based Assessment

Background:

  • Growing trend in developing high-quality assessments for physician performance.
  • Case-based discussion (CbD) as a workplace-based assessment tool for trainee feedback.
  • Exploration of CbD perception and implementation in UK medical trainees.

Purpose of the Study:

  • To investigate how medical trainees in the UK perceive and implement Case-based discussions (CbDs).
  • To identify factors influencing the practical application of CbDs in medical training.

Main Methods:

  • Quantitative questionnaire assessing 78 trainees' CbD experiences (duration, planning, response to feedback).
  • Qualitative focus groups with 12 trainees to explore feedback themes.
  • Thematic analysis of focus group discussions.

Main Results:

  • Only 19% of CbDs were pre-planned; average assessment duration was 6-10 minutes with feedback <5 minutes.
  • 76% of trainees engaged in self-directed learning or addressed action points post-feedback.
  • Barriers identified include time constraints and the need for trainer engagement.

Conclusions:

  • Trainees recognize the educational value of CbDs.
  • Enhanced training is needed for planning CbDs and delivering specific, actionable feedback.
  • Improving CbD implementation requires addressing practical barriers and trainer involvement.

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