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Engaging clinical examiners with structured feedback to enhance assessment practices
Wai Yee Amy Wong1, Karen Moni2, Chris Roberts3
1School of Education & Faculty of Medicine, The University of Queensland, Saint Lucia, Australia.
Medical Teacher
|March 28, 2022
Summary
Structured feedback helps clinical examiners improve assessment practices. However, confidence and interpretation challenges can hinder adoption of best practices in medical education assessments.
Area of Science:
- Medical Education
- Assessment Practices
- Professional Development
Background:
- Clinical examiners' professional judgments are crucial for medical student competency assessment.
- While clinicians excel in their fields, they may need support in assessment practices.
- Limited research exists on structured feedback for examiner professional development.
Purpose of the Study:
- To understand clinical examiners' interpretations of structured feedback.
- To explore the impact of feedback on assessment literacy and practice.
- To identify barriers and facilitators in adopting improved assessment strategies.
Main Methods:
- Interpretive paradigm with 29 interviews with clinical examiners.
- Data collected from examiners assessing final-year medical Objective Structured Clinical Examinations (OSCEs).
- Inductive thematic analysis to interpret examiner experiences.
Main Results:
- Examiners found feedback useful for communication, comparison, and self-reflection.
- Confidence in assessment practices and feedback interpretation difficulties were identified as barriers.
- Feedback's practical functions were acknowledged, but adoption challenges exist.
Conclusions:
- Feedback for examiners should be practical, targeted, and relevant.
- Effective feedback supports accountable and defensible judgments of student performance.
- Addressing confidence and interpretation issues is key to enhancing examiner practices.
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