Submission ID 77950
| Code | P18 |
|---|---|
| At the end of this workshop, participants will be able to: | |
| Category | Medical Education |
| Type | Poster |
| Will the presenter be a: | Student |
| Title | Are Summative Written Assessments Congruent with Verbal Feedback Communicated to Paediatric Clerks? |
| Background/Purpose | Quality feedback is essential to competency-based medical education. For the feedback process to be valuable, perceptions related to accuracy and congruence of feedback delivered verbally and in writing needs to be assessed. Informal feedback from clerks at our local institution suggested that verbal feedback can be incongruent with written feedback documented on summative assessments during their Paediatric rotation. Incongruence between written and verbal feedback may be a factor impacting quality of feedback experience but is not well documented in literature. This project studies perceptions of congruence between verbal feedback and written assessments of paediatric CTU clerks. |
| Methods | Anonymous, voluntary surveys were distributed to 3rd year clerks at the end of both paediatric CTU weeks. Quantitative analysis and qualitative thematic analysis were performed. Research ethics board exemption was obtained. |
| Results | Preliminary results showed the majority of students felt verbal feedback was congruent with written assessments. However, 12.5% of respondents reported that written assessment did not align with what they discussed with their preceptor and that verbal feedback was most reflective of their performance. Data collection for 2022/2023 is ongoing. |
| Discussion | Preliminary survey results show that incongruence between verbal feedback and written summative assessment is present. Narrative responses highlight this as a significant student concern. The consequences of this incongruence on student academic progression or intrinsic motivation are not clearly known. This finding will inform quality improvement of existing assessment processes and improve a key component of competency-based education at Schulich. Further studies are needed to explore the factors contributing to perceived incongruence. |
| Keyword 1 | Feedback accuracy |
| Keyword 2 | Academic progression |
| Keyword 3 | Intrinsic motivation |
| Abstract content most relevant to: (check all that apply) | Continuing Professional Development (CPD) (faculty development, CME)
Undergraduate Medical Education |
| Abstract Track - First Choice | Assessment |
| Assessment | Competency-based assessment Entrustable Professional Activities General Oral assessment Standard setting Work-place based Written/Narrative |
| Authors | Parnian Etedali-Zadeh Parnian Etedali-Zadeh Dr. Robin Mackin Dr. Breanna A. Chen |
