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Faculty development effects on clerkship grades.

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  • 1The University of South Carolina School of Medicine Greenville, Greenville, South Carolina, USA.

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Faculty development interventions aimed at improving clinical performance assessments for medical students showed mixed results. While faculty confidence increased, the use of the "Not observed" option decreased, potentially impacting assessment accuracy.

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Area of Science:

  • Medical Education
  • Clinical Assessment
  • Faculty Development

Background:

  • Accurate assessment of medical student clinical performance is a persistent challenge in clerkship programs.
  • Faculty development is crucial for improving the meaningfulness of student clinical assessments.

Purpose of the Study:

  • To evaluate the impact of brief interventions on faculty assessment practices for third-year medical students in a psychiatry rotation.
  • To assess the effect of interventions on the use of the 'Not observed' option versus 'Meets expectations' for unobserved skills.

Main Methods:

  • A study involving third-year medical students in a US-based psychiatry rotation.
  • Implementation of brief interventions designed to encourage appropriate use of assessment options.

Main Results:

  • Faculty reported increased understanding and confidence in using assessment forms post-intervention.
  • Faculty were less likely to use the 'Not observed' option after the intervention.
  • Mean student ratings increased slightly, beyond what was expected from changes in 'Not observed' usage.

Conclusions:

  • Interventions designed to improve clinical assessment practices require careful consideration of unintended consequences.
  • Further research is needed to refine faculty development strategies for accurate student performance evaluation.