Dalhousie Medicine New Brunswick

Faculty of Medicine

Feedback and Assessment

“…best assessment practice is about providing an opportunity for formative
feedback that contributes to improved performance.” (Humphrey-Murto et al 2017)
 

 Self-assessment can be inaccurate

Feedback

Purpose of feedback
  • Confirms behavior by encouraging repetition
  • Corrects behavior by encouraging change
  • Ensures there are no surprises for learners
What learners are saying
  • Not receiving enough feedback
  • Feedback is inadequate or too late

(Isaacson, 1995; Bing-You, 1997; Hewson, 1998; Kogan, 2000; Parikh et al. 2001)
The feedback gaps
  • Learner is not anticipating or receptive to feedback
  • Faculty not having adequate time to provide effective feedback
  • Creditable rapport between learner and Faculty
  • Faculty not recognizing the developmental potential of effective feedback
  • Faculty and learner avoiding an uncomfortable conversation related to feedback

(Ende et al. 1995; Branch, 2002; Dudek, 2005; McIlwrick, 2006; Tekian et al, 2017)

What are the qualities
of effective feedback?
  • Well-timed
  • Based on firsthand data
  • Descriptive
  • Specific
  • Relevant
  • Action-oriented
  • Suggests alternatives
  • “Closes gap”
  • Encourages reflection

Ende, 1983; Brown & Cooke, 2009; Hesketh & Laidlaw, 2002; McKimm, 2009

What are some barriers to
giving and receiving feedback?

 
  • Time
  • Assessment
    • Inaccurate
    • Not observed
  • “Don’t know what to say”
  • Negative feedback is personalized
    • High expectations of self
    • Inaccurate self-assessment
  • Fear of emotional reactions
  • Lack of respect for feedback source

Hesketh & Laidlaw, 2002; Brown & Cook, 2009

Strategize – A feedback plan (scheduled or on the fly)
  • Engage
    • Encourage self-assessment
    • Ensure relevance
  • Find appropriate setting
  • Be descriptive
    • Specific examples
    • Observations of behaviors
  • Limit information
  • Avoid comparison
  • Check interpretation
  • Develop action plan

Assessment - Case based tutoring: Contact information, assessments, and scheduling

DMNB Curriculum Coordinators

Med I and Med II each have a respective Curriculum Coordinator who will be in contact with you prior to and during the unit. They will be your contact for all curriculum and scheduling related questions.

Med I and Med II each have a respective Curriculum Coordinator who will be in contact with you prior to and during the unit. They will be your contact for all curriculum and scheduling related questions.

Curriculum Coordinator Contact Information:
Assessment dates Assessment dates for formative and summative assessments are sent to Tutors in a document titled “Tutor Case Schedule”. This document is sent out by the Med I and Med II Curriculum coordinators in advance of the unit start date.
Sample assessments
Scheduling feedback and assessment conversations Based on the Tutor Case schedule where assessment due dates are noted, please arrange a time with each learner individually for a feedback conversation. Ideally a private location if face to face, allot 15 to 20 minutes for the conversation, review notes you may have taken during tutorials, take time to prepare for the conversation and implement effective feedback strategies when speaking with your learner.

Self-reflective action (2 minutes): Promotes transfer of learning

 

Pause and think about a feedback encounter with a learner that went well.

Setting the scene:

  • Who was the learner?
  • What was the feedback related to?
  • Where did this feedback encounter occur?
  • When did this encounter occur (i.e., end of shift, scheduled)?
  • Why were you prompted to provide feedback (scheduled, observation)?
Pause and think about a feedback encounter with a learner that did not go well.

Setting the scene:

  • Who was the learner?
  • What was the feedback related to?
  • Where did this feedback encounter occur?
  • When did this encounter occur (i.e., end of shift, scheduled)?
  • Why were you prompted to provide feedback (scheduled, observation)?

Preparing for feedback and assessment

In preparation for your upcoming assessments with learners and reviewing best practices reviewed within this module:

  1. Think about what practices you will continue doing to provide an effective feedback encounter with your learner.
  2. Consider what change(s) in practice you will implement to help provide an effective feedback encounter with your learner. What strategies reviewed in this module stood out for you?

Module summary - Feedback and assessment



  • Frequent formative feedback - contributes to improved performance
  • Timing is everything!
  • No one model is superior, find models that are comfortable for you
  • Feedback is a conversation not a speech
  • The relationship is important; get to know your learner
  • Quantity of observation = Quality feedback – look, listen - LEARN ABOUT YOUR LEARNER