SubmissionId 29656

PCW - 7


  • Marguerite Roy
  • Marguerite Roy
  • Jocelyn Lockyer
  • Joan Sargeant


Reg Fee?


Length of Presentation
Half Day (4 hours)


Abstract (Rationale / Background / Purpose)

Background The movement to competency-based medical education relies on implementing a system of continuous and comprehensive assessment and feedback. This reliance on assessment for learning highlights the central and general role that feedback plays as a driver for continuous learning and development across the educational continuum and outinto practice. Studies highlight that the acceptance, interpretation, and use of feedback is highly complex involving many factors. This workshop will use a comprehensive framework (the R2C2 model) to focus on understanding and overcoming factors affecting how to provide, interpret and use feedback data around a commonly used assessment format – MSF. The MCC 360 tool, recently developed by the Medical Council of Canada and partner organizations, will be used as an exemplar. It provides formative feedback about collaboration, communication, and professionalism and is being incorporated into physician QA/QI programs across Canada and will be extended to post graduate and undergraduate students. This workshop will explore using example MCC 360 reports to identify areas for discussion and practice feedback conversations using the R2C2 framework across various groups of users.

Instructional Methods: A brief introduction will frame the importance and benefit of feedback in the context of competency-based education and continuing professional development and introduce the R2C2 model and MCC 360. Participants will break out into small groups. Each will be assigned mocked-up MSF reports, identify areas for discussion, and will role play the feedback sceenarios (feedback facilitator, recipient, observer). Worksheets will be provided to stimulate group discussion and document reactions. The session will end with a large group discussion and debrief around the role of feedback in CBME in general, for MSF in particular, and how to approach different types of data contained in the reports.

Target Audience This workshop will be of interest to faculty developers, medical educators, practicing physicians, residents, and medical students.

Learning Objectives

  1. Provide an overview of contemporary approaches to feedback discussions and the MCC 360.

  2. Review MCC 360 reports to identify areas for discussion.

  3. Practice giving/receiving feedback using the R2C2 approach to feedback.

Optional Literature References

Lockyer, JM (2017). Multisource feedback. In: Holmboe ES, Durning SJ, Hawkins RE (eds) Practical Guide to the Evaluation of Clincal Competence, 2nd ed. Philadelphia, PA: Elsevier, pp. 204-214.

Sargeant J, Armson H, Driessen E, et al. Evidence-informed facilitated feedback: the R2C2 feedback model. MedEDPORTAL Publications. 2016; 12:10387.

Sargeant J, Lockyer JM, Mann K, Holmboe E, Silver I, Armson H, Driessen E, MacLeod T, Yen W, Ross K, Power M, (2015). Facilitated reflective performance feedback: Developming an evidence and theory-based model that builds relationships, explores reactions and conent and coaches for performanc change (R2C2). Academic Medicine 90(12): 1698-1706.

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