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Driving lesson or driving test?: A metaphor to help faculty separate feedback from assessment
Although there is consensus in the medical education world that feedback is an important and effective tool to support experiential workplace-based learning, learners tend to avoid the feedback associated with direct observation because they perceive it as a high-stakes evaluation with significant c...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Bohn Stafleu van Loghum
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7809072/ https://www.ncbi.nlm.nih.gov/pubmed/32902828 http://dx.doi.org/10.1007/s40037-020-00617-w |
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author | Brand, Paul L. P. Jaarsma, A. Debbie C. van der Vleuten, Cees P. M. |
author_facet | Brand, Paul L. P. Jaarsma, A. Debbie C. van der Vleuten, Cees P. M. |
author_sort | Brand, Paul L. P. |
collection | PubMed |
description | Although there is consensus in the medical education world that feedback is an important and effective tool to support experiential workplace-based learning, learners tend to avoid the feedback associated with direct observation because they perceive it as a high-stakes evaluation with significant consequences for their future. The perceived dominance of the summative assessment paradigm throughout medical education reduces learners’ willingness to seek feedback, and encourages supervisors to mix up feedback with provision of ‘objective’ grades or pass/fail marks. This eye-opener article argues that the provision and reception of effective feedback by clinical supervisors and their learners is dependent on both parties’ awareness of the important distinction between feedback used in coaching towards growth and development (assessment for learning) and reaching a high-stakes judgement on the learner’s competence and fitness for practice (assessment of learning). Using driving lessons and the driving test as a metaphor for feedback and assessment helps supervisors and learners to understand this crucial difference and to act upon it. It is the supervisor’s responsibility to ensure that supervisor and learner achieve a clear mutual understanding of the purpose of each interaction (i.e. feedback or assessment). To allow supervisors to use the driving lesson—driving test metaphor for this purpose in their interactions with learners, it should be included in faculty development initiatives, along with a discussion of the key importance of separating feedback from assessment, to promote a feedback culture of growth and support programmatic assessment of competence. |
format | Online Article Text |
id | pubmed-7809072 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | Bohn Stafleu van Loghum |
record_format | MEDLINE/PubMed |
spelling | pubmed-78090722021-01-21 Driving lesson or driving test?: A metaphor to help faculty separate feedback from assessment Brand, Paul L. P. Jaarsma, A. Debbie C. van der Vleuten, Cees P. M. Perspect Med Educ Eye-Opener Although there is consensus in the medical education world that feedback is an important and effective tool to support experiential workplace-based learning, learners tend to avoid the feedback associated with direct observation because they perceive it as a high-stakes evaluation with significant consequences for their future. The perceived dominance of the summative assessment paradigm throughout medical education reduces learners’ willingness to seek feedback, and encourages supervisors to mix up feedback with provision of ‘objective’ grades or pass/fail marks. This eye-opener article argues that the provision and reception of effective feedback by clinical supervisors and their learners is dependent on both parties’ awareness of the important distinction between feedback used in coaching towards growth and development (assessment for learning) and reaching a high-stakes judgement on the learner’s competence and fitness for practice (assessment of learning). Using driving lessons and the driving test as a metaphor for feedback and assessment helps supervisors and learners to understand this crucial difference and to act upon it. It is the supervisor’s responsibility to ensure that supervisor and learner achieve a clear mutual understanding of the purpose of each interaction (i.e. feedback or assessment). To allow supervisors to use the driving lesson—driving test metaphor for this purpose in their interactions with learners, it should be included in faculty development initiatives, along with a discussion of the key importance of separating feedback from assessment, to promote a feedback culture of growth and support programmatic assessment of competence. Bohn Stafleu van Loghum 2020-09-09 2021-01 /pmc/articles/PMC7809072/ /pubmed/32902828 http://dx.doi.org/10.1007/s40037-020-00617-w Text en © The Author(s) 2020 Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. |
spellingShingle | Eye-Opener Brand, Paul L. P. Jaarsma, A. Debbie C. van der Vleuten, Cees P. M. Driving lesson or driving test?: A metaphor to help faculty separate feedback from assessment |
title | Driving lesson or driving test?: A metaphor to help faculty separate feedback from assessment |
title_full | Driving lesson or driving test?: A metaphor to help faculty separate feedback from assessment |
title_fullStr | Driving lesson or driving test?: A metaphor to help faculty separate feedback from assessment |
title_full_unstemmed | Driving lesson or driving test?: A metaphor to help faculty separate feedback from assessment |
title_short | Driving lesson or driving test?: A metaphor to help faculty separate feedback from assessment |
title_sort | driving lesson or driving test?: a metaphor to help faculty separate feedback from assessment |
topic | Eye-Opener |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7809072/ https://www.ncbi.nlm.nih.gov/pubmed/32902828 http://dx.doi.org/10.1007/s40037-020-00617-w |
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