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Learner handover: Perspectives and recommendations from the front-line.

Stephanie T Gumuchian1, Nicole E Pal1, Meredith Young1,2

  • 1Institute of Health Sciences Education, McGill University, Montréal, Québec, Canada.

Perspectives on Medical Education
|August 19, 2020
PubMed
Summary
This summary is machine-generated.

Learner handover in medical education can improve assessments and patient safety but risks biasing supervisors. Successful implementation requires careful consideration of participants, timing, and content to balance learning potential and minimize harm.

Keywords:
AssessmentCompetency-based medical educationForward-feedingLearner handoverWorkplace-based assessment

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Area of Science:

  • Medical Education
  • Assessment in Healthcare
  • Clinical Supervision

Background:

  • Longitudinal assessments are key in current medical education.
  • Learner handover facilitates sharing of assessment data across supervisors and educational phases.
  • Effective learner handover is crucial for supporting learner growth and smooth transitions.

Purpose of the Study:

  • To explore clinical supervisors' opinions on learner handover.
  • To understand their experiences with learner handover.
  • To gather recommendations for successful learner handover implementation.

Main Methods:

  • Online questionnaire administered to clinical supervisors from five postgraduate medical education programs.
  • Inductive content analysis for open-ended responses.
  • Descriptive and correlational analyses for numerical data.

Main Results:

  • Seventy-two supervisors participated, with diverse perspectives.
  • Benefits include tailored learning, improved assessments, and enhanced patient safety.
  • Key risks involve potential bias affecting future assessments and learner well-being.

Conclusions:

  • Diverse opinions necessitate careful planning for learner handover to maximize benefits and minimize risks.
  • Supervisors' suggestions highlight the tension between assessment-of-learning and assessment-for-learning.