Driving lesson or driving test? : A metaphor to help faculty separate feedback from assessment

Area of Science:

• Medical Education
• Workplace-Based Learning
• Clinical Supervision

Background:

• Feedback is vital for experiential learning in medical education, but learners often avoid it, perceiving it as high-stakes evaluation.
• The prevalence of summative assessment in medical training discourages feedback-seeking and leads supervisors to conflate feedback with grading.
• This creates a barrier to effective feedback, hindering learner development and professional growth.

Purpose of the Study:

• To highlight the critical distinction between feedback for developmental coaching (assessment for learning) and evaluative judgment (assessment of learning).
• To propose a metaphor (driving lessons vs. driving test) to help clinical supervisors and learners understand and apply this distinction.
• To advocate for faculty development initiatives that promote a feedback culture focused on growth and programmatic assessment.

Main Methods:

• Conceptual argument and discussion of the assessment for learning versus assessment of learning paradigms.
• Introduction of the driving lesson/driving test metaphor to illustrate the difference between feedback and high-stakes assessment.
• Proposal for integrating this understanding into faculty development programs.

Main Results:

• Awareness of the distinction between assessment for learning and assessment of learning is key to effective feedback.
• The driving lesson/test metaphor provides a practical tool for supervisors and learners to differentiate feedback purposes.
• Clear mutual understanding of interaction purpose (feedback vs. assessment) is the supervisor's responsibility.

Conclusions:

• Separating feedback from high-stakes assessment is essential for fostering a supportive feedback culture in medical education.
• Implementing the driving lesson/test metaphor in faculty development can improve the provision and reception of feedback.
• This approach supports both learner growth and the programmatic assessment of competence.