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Students as Teachers: Development and Implementation of a Workplace-Based Assessment
Robyn Bockrath1, Giselle Rodriguez2, Celia Laird O'Brien3
1Department of Pediatrics and Medical Education, Northwestern University Feinberg School of Medicine, Chicago, IL USA.
Medical Science Educator
|June 18, 2024
Summary
A new workplace assessment for student teachers provides valuable formative feedback. Analysis of feedback narratives identified key teaching behaviors, supporting its use in clinical education for learner growth.
Area of Science:
- Medical Education
- Clinical Teaching Assessment
Background:
- Students as Teachers programs are common but lack robust assessment tools.
- Effective assessment is crucial for fostering formative feedback and supporting learner development in clinical settings.
Purpose of the Study:
- To develop and evaluate a workplace-based assessment for clinical teaching.
- To analyze feedback narratives to identify student teaching behaviors and themes.
Main Methods:
- A workplace-based assessment form for clinical teaching was developed.
- Feedback narratives from the assessment were analyzed qualitatively.
- Student teaching behaviors were identified and categorized.
Main Results:
- Feedback narratives revealed themes in medical knowledge, professionalism, communication, and teaching skills.
- Teaching skills were subcategorized into clinical relevance, learner appropriateness, evidence-based strategies, learning environment, feedback, and timing.
- Students received construct-relevant feedback from multiple raters across various settings.
Conclusions:
- The developed assessment form is effective for student teachers in clinical environments.
- The assessment facilitates formative feedback and supports the growth of student teachers.
- Analysis of feedback narratives provides insights into essential clinical teaching competencies.
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