formative feedback/evaluations

[lobon]

---

Members don't see this ad.

Hi all-

I'm doing a little research on methods for evaluating student performance and providing feedback. I was wondering if you could give some insight on how these issues are handled in your med school, say on the peds rotation for example.

1. Is there a formal or standard instrument used for formative/summative feedback
- is it based on the ACGME competencies (professionalism, patient care, etc.)
- does it provide some objective scale (number scores, descriptors)
- are written comments emphasized

2. Do you feel that the average resident/attending/clerkship director gives clear, concrete goals to achieve competency in specific areas?

3. What are the strengths of your school's approach to feedback? Weaknesses?

4. What changes would you want made to your school's current practices regarding feedback and summative evals?

Your input is highly appreciated! Thanks 🙂

 

[m1234d]

Hi all-

I'm doing a little research on methods for evaluating student performance and providing feedback. I was wondering if you could give some insight on how these issues are handled in your med school, say on the peds rotation for example.

1. Is there a formal or standard instrument used for formative/summative feedback
- is it based on the ACGME competencies (professionalism, patient care, etc.)
- does it provide some objective scale (number scores, descriptors)
- are written comments emphasized

my school uses a form called a MINI-CEX. i dont know where it comes from, but it's in peds, and obgyn and medicine. incase it's not prevelent, its a form where an attg witnesses you do an H&P (without interruption ) then grades you 1-5 or n/a. then there is a blank spot for 3 stengths and 3 "room for improvement" or whatever. then at the bottom you rate the student as to where their skills are in relation to where you expect them to be (i think its: below, at, above, or greatly exceeds).

2. Do you feel that the average resident/attending/clerkship director gives clear, concrete goals to achieve competency in specific areas?

I don't think I have ever seen a clear concrete goal in all of teaching, including undergrad. goals are esoteric, and maybe mean something to the professor but often mean little to us students. Usually it's something to the effect of "learn basic management for treating common outpatient complaints" so, a few problems, 1. definition of basic varies, 2. degree/type of mgmt varies with attending, and 3. outpt complaints vary depending on your setting, am i at cook county where 1/2 the patients have an std, 1/4 are sicklers, 1/5 are drug seeking,and 1/10 have otitis media, or am i in winnetka where 1/2 have otitis media, 1/4 have an eating d/o and 1/4 are because mom is too educated to be staying at home and is bored? (being dramatic, yes, but hopefully you see my point)

3. What are the strengths of your school's approach to feedback? Weaknesses?

in my peds and obgyn rotations, we had a midrotation feedback session with the director (or someone else "important") to go over evals to date and a handout we had where we had to record our strengths/weaknesses (dumb) and what we were planning to do to improve (helpful). in general the session was helpful and i appreciated that the attendings took time out of their schedules to do this.

4. What changes would you want made to your school's current practices regarding feedback and summative evals?

no more CEX. they are dumb, we all hate them and it's never a very good example of how we interact with our patients. physical diagnosis rounds were helpful (only did on inpt medicine at county), because then you can do a physical exam in front of an attg, and they can correct you directly.

Your input is highly appreciated! Thanks 🙂

ok, hope that helps. good luck with your research~