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Does formal workplace based assessment add value to informal feedback?
Janet Lefroy1, Ashley Hawarden1, Simon Gay1
1Keele University School of Medicine.
Mededpublish (2016)
|February 26, 2024
Summary
Students highly value verbal feedback discussions over written summaries in workplace assessments. Preparing written feedback, however, enhances the educational content and faculty development, suggesting its continued practice is beneficial for learning.
Area of Science:
- Medical Education
- Workplace Learning
- Assessment and Feedback
Background:
- Effective feedback is crucial for learning but complex.
- Written feedback summaries may not be valued by learners.
- The role of written feedback beyond simple summarization is unclear.
Purpose of the Study:
- To examine the role of written feedback in the feedback process.
- To determine if written feedback offers more than a summary.
- To investigate the impact of preparing written feedback on the feedback discussion.
Main Methods:
- Secondary analysis of interview and written assessment data from a formative workplace-based assessment study.
- Reanalysis of data from 24 student interviews and 23 written feedback summaries.
- Qualitative examination of references to verbal and written feedback by two immersed researchers.
Main Results:
- Students highly valued verbal feedback discussions.
- Written summaries were often perceived as superfluous by students.
- Preparing written feedback augmented the feedback discussion, with tutors adopting formal language.
- A secondary faculty development effect was observed, enhancing feedback's educational content.
Conclusions:
- While students prefer verbal feedback, the preparation of written feedback enhances its educational value.
- The practice of preparing written feedback may positively impact faculty development.
- Continued practice of preparing written feedback is recommended due to its potential benefits.
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