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Learning to recognise what good practice looks like: how general practice trainees develop evaluative judgement.

Margaret Bearman1, Mary Dracup2, Belinda Garth3

  • 1Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Tower 2, Level 12, 727 Collins St, Docklands Melbourne, 3008, Australia. margaret.bearman@deakin.edu.au.

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Summary

General practice trainees develop evaluative judgment by interpreting clinical cues and seeking feedback. Supervisors can enhance this by actively guiding trainees in making sense of their learning experiences.

Keywords:
Clinical supervisionEvaluative judgementFeedbackLearning cuesPerformance relevant information

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Area of Science:

  • Medical Education
  • General Practice Training
  • Professional Development

Background:

  • Healthcare professionals require continuous quality calibration against evolving practice standards.
  • Trainees transitioning to independent practice often lack formal oversight, necessitating self-assessment skills.
  • Developing evaluative judgment is crucial for doctors to interpret clinical cues and assess practice quality.

Purpose of the Study:

  • To explore how Australian general practice (GP) trainees develop evaluative judgment.
  • To understand how trainees manage complex learning challenges during their training.
  • To identify factors influencing the development of evaluative judgment in early-career GPs.

Main Methods:

  • Qualitative study involving semi-structured interviews with 16 recently certified Australian GPs.
  • Thematic analysis of interview data, guided by concepts of evaluative judgment and feedback for future practice.
  • Exploration of trainees' experiences with complex learning challenges and performance calibration.

Main Results:

  • Trainees actively sought to define quality practice in ambiguous situations but struggled with performance calibration.
  • Reflective practice was vital for developing evaluative judgment, with feedback conversations aiding meaning co-construction.
  • A 'feedback community' provided support when direct supervisor feedback was unavailable or questioned.

Conclusions:

  • Supervisors play a key role in fostering trainees' evaluative judgment.
  • Enhanced guidance from supervisors can help trainees independently interpret learning cues and calibrate practice.
  • Further research into optimizing supervisor roles in feedback and judgment development is warranted.