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A qualitative study on trainees’ and supervisors’ perceptions of assessment for learning in postgraduate medical education

Marja DijksterhuisMARJA G.K. DIJKSTERHUIS, MD, is a consultant gynaecologist, currently undertaking PhD research on assessment during postgraduate medical trainingLambert SchuwirthLAMBERT W.T. SCHUWIRTH, LS, is a Professor of Medical Education. His expertise is research and development in the field of assessment of medical competence and performance, both in undergraduate and postgraduate training settingsDidi D.M. BraatDIDI D.M. BRAAT, DB, is a Professor in Obstetrics and Gynaecology and Reproductive Medicine. She is also a regional program director of postgraduate Obstetrics and Gynaecology trainingPim W. TeunissenVU University Medical CentreFedde ScheeleFEDDE SCHEELE, FS, is a Professor in Obstetrics and Gynaecology, especially for education and training. Currently, he is heading a group of PhD-students working on several perspectives of societal accountability of medical training

2013en

ABI

Annotatsiya

INTRODUCTION: Recent changes in postgraduate medical training curricula usually encompass a shift towards more formative assessment, or assessment for learning. However, though theoretically well suited to postgraduate training, evidence is emerging that engaging in formative assessment in daily clinical practice is complex. AIM: We aimed to explore trainees' and supervisors' perceptions of what factors determine active engagement in formative assessment. METHODS: Focus group study with postgraduate trainees and supervisors in obstetrics and gynaecology. RESULTS: Three higher order themes emerged: individual perspectives on feedback, supportiveness of the learning environment and the credibility of feedback and/or feedback giver. CONCLUSION: Engaging in formative assessment with a genuine impact on learning is complex and quite a challenge to both trainees and supervisors. Individual perspectives on feedback, a supportive learning environment and credibility of feedback are all important in this process. Every one of these should be taken into account when the utility of formative assessment in postgraduate medical training is evaluated.

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Identifikatorlar

DOI: 10.3109/0142159x.2012.756576

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