Workplace-based assessment as an educational tool: AMEE Guide No. 31.

Full Abstract

BACKGROUND:
There has been concern that trainees are seldom observed, assessed, and given feedback during their workplace-based education. This has led to an increasing interest in a variety of formative assessment methods that require observation and offer the opportunity for feedback.

AIMS:
To review some of the literature on the efficacy and prevalence of formative feedback, describe the common formative assessment methods, characterize the nature of feedback, examine the effect of faculty development on its quality, and summarize the challenges still faced.

RESULTS:
The research literature on formative assessment and feedback suggests that it is a powerful means for changing the behaviour of trainees. Several methods for assessing it have been developed and there is preliminary evidence of their reliability and validity. A variety of factors enhance the efficacy of workplace-based assessment including the provision of feedback that is consistent with the needs of the learner and focused on important aspects of the performance. Faculty plays a critical role and successful implementation requires that they receive training.

CONCLUSIONS:
There is a need for formative assessment which offers trainees the opportunity for feedback. Several good methods exist and feedback has been shown to have a major influence on learning. The critical role of faculty is highlighted, as is the need for strategies to enhance their participation and training.

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Author information

Author/s: Norcini, John (J); Burch, Vanessa (V);

Affiliation: Foundation for Advancement of International Medical Education and Research, Philadelphia 19104, USA. JNorcini@faimer.org

Journal and publication information

Publication Type: Journal Article; Review

Journal: Medical teacher (Med Teach), published in England. (Language: eng)

Reference: 2007-Nov; vol 29 (issue 9) : pp 855-71

Dates: Created 2007/12/25; Completed 2008/02/11;

PMID: 18158655, status: MEDLINE (last retrieval date: 11/6/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Clinical Clerkship - methods; standards
Clinical Competence - standards
Competency-Based Education - methods
Educational Measurement - methods
Faculty - standards
Feedback, Psychological

Humans
Internship and Residency - methods; standards
Psychology, Educational
Staff Development - methods
Students, Medical - psychology
Teaching - methods

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