Abstract
Introduction: Examiners’ professional judgements of student performance are pivotal to making high-stakes decisions to ensure graduating medical students are competent to practise. Clinicians play a key role in assessment in medical education. They are qualified in their clinical area but may require support to further develop their understanding of assessment practices. However, there are limited studies on providing examiners with structured feedback on their assessment practices for professional development purposes.
Methods: This study adopts an interpretive paradigm to develop an understanding of clinical examiners’ interpretations of receiving structured feedback and its impacts on enhancing their assessment literacy and practice. Data were collected from 29 interviews with clinical examiners who assessed the final-year medical objective structured clinical examinations (OSCEs) at one university.
Results: Inductive thematic analysis of these data revealed that the examiners considered the feedback to be useful with practical functions in facilitating communication, comparisons and self-reflection. However, the examiners’ level of confidence in the appropriateness of their assessment practices and difficulties in interpreting feedback could be barriers to adopting better practices.
Conclusion: Feedback for examiners needs to be practical, targeted, and relevant to support them making accountable and defensible judgements of student performance.
Methods: This study adopts an interpretive paradigm to develop an understanding of clinical examiners’ interpretations of receiving structured feedback and its impacts on enhancing their assessment literacy and practice. Data were collected from 29 interviews with clinical examiners who assessed the final-year medical objective structured clinical examinations (OSCEs) at one university.
Results: Inductive thematic analysis of these data revealed that the examiners considered the feedback to be useful with practical functions in facilitating communication, comparisons and self-reflection. However, the examiners’ level of confidence in the appropriateness of their assessment practices and difficulties in interpreting feedback could be barriers to adopting better practices.
Conclusion: Feedback for examiners needs to be practical, targeted, and relevant to support them making accountable and defensible judgements of student performance.
| Original language | English |
|---|---|
| Pages (from-to) | 914-921 |
| Number of pages | 8 |
| Journal | Medical Teacher |
| Volume | 44 |
| Issue number | 8 |
| DOIs | |
| Publication status | Published - 26 Mar 2022 |
| Externally published | Yes |
Keywords
- Clinical examiners
- Feedback
- Assessment
- feedback
- staff development
- OSCE