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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
- 3. Objectives Learning Activity Goal is to improve performance Formative Feedback Games & Puzzles Summative Final mark Grade Pass/Fail Assessment
- 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)
- 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
Editor's Notes
- Ask for definition of formative and summative.
- Handouts; “Observation Checklist”; “U of T ITER”.
- 3 Handouts; “Scientific Report”; “Problem-Solving”; “Service Learning”.
- Anything that helps to demonstrate acquisition of a competency. It will also show what is lacking in terms of competencies.
- 1 Handout.
- 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.
- Note this is similar to patient encounters.