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Assessing Students & Giving Effective Feedback
1. Assessing Students & Giving Feedback Sean Polreis Educational Support & Development Council of Health Science Deans Office, University of Saskatchewan
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3. Objectives Learning Activity Goal is to improve performance Formative Feedback Games & Puzzles Summative Final mark Grade Pass/Fail Assessment
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10. Selectivity □ Focused/appropriate □ Establish priorities □ Urgent vs. non-urgent □ Complete, thorough Clinical Reasoning Clinical Reasoning □ Hypotheses / Diff. Dx □ Gather data (Hx & Px) □ Interpret data □ Make Decisions □ Set goals / Objectives Professionalism □ Responsible/Reliable/Trustworthy □ Know Limits □ Flexible/Resourceful □ Evokes Confidence □ Caring/Compassionate □ Maintains Boundaries □ Respectful □ Ethical/Honest □ Evidence Influenced □ Community Responsive □ Good Balance □ Mindful Approach History Physical Hypothesis Investigation Diagnosis Procedure Management/Treatment Referral Follow-up Date: __________________ Resident ______________________ Supervisor ________________________ Patient: M F AGE______ Diagnosis/Procedure ____________________ Directly Observed □Yes □ NO Patient centered approach □ Explores illness /disease □ Understand context □ Common ground □ Build relationship □ Be realistic □ Health promotion / prevention Procedural skills □ Decision to Act □ Informed Consent □ Preparation □ During procedure (comfort/safety) □ If problems reevaluate □ After Care/Follow-up Physical Exam □ Appropriate Exam / Technique □ Competent Performance Communication □ Verbal □ Written & Charting □ Listening □ Non-Verbal □ Culture/Gender/Age Appropriate □ Attitudinal Based on Dalhousie University’s work Field Notes
11. Continue (Strengths): Do More (Area for Development): Consider (Learning Objectives): Stop (or do less): Reporter Interpreter Manager Educator Procedure competence achieved Resident’s Initials ____________ Supervisor’s Initials ______ Field Notes (Back)
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31. Theoretical Underpinning Depending on how the student evaluates themselves, they are … Unconsciously Incompetent Video observation 360 Feedback Stop Start Consciously Incompetent Identify Behaviour Start Do more Stop Consciously Competent Encourage Continue Do more Teach others Unconsciously Competent
Anything that helps to demonstrate acquisition of a competency. It will also show what is lacking in terms of competencies.
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Clinical skills –diagnostic and therapeutic as well as communication, professionalism, collaboration, etc. Facilitates exchange between learner and instructor.
Portfolios offer a rare opportunity to use workplace-based assessment (unlike an OSCE) for learners. Discuss the role/purpose/benefits of portfolios with learners to help with buy-in. Portfolios are excellent ways of encouraging independent continuing professional development and encourage learner responsibility for their own learning. Ensure confidentiality with personal reflective pieces of portfolios.
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