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ctl.columbia.edu • [email protected] • 212-854-1692
Providing effective assessment-driven feedback and learning opportunities in
the clinical environmentMichelle V. Hall, CTL & Aubrie Swan Sein, CERE
Recap Dental Education Assessment Workshop Series1. Introduction to assessment and grading - December, 2016
2. Global assessment of clinical skills - March, 2017
3. Providing effective assessment-driven feedback and learning opportunities in the clinical environment - April, 2017
Objectives
Learners will be able to provide more effective feedback and learning opportunities in the clinical environment.
• How can you appropriately support and challenge students through an assessment and feedback process?
• What approaches to giving informal and formal feedback to students?
• How can you translate interactions with students into summative judgements?
What is assessment-driven feedback?How can you appropriately support and challenge students through an assessment and feedback process?
Definition: Formative Assessment
Formative assessment is intended to monitor student learning to provide ongoing feedback that can be used to improve teaching and learning.
Definition: Feedback
Information provided by an agent (e.g., teacher, peer, book, parent, self, experience) regarding aspects of one’s per- formance or understanding to help improve in the future.
Adapted from Hattie, J. and Timperley, H.. 2007. The Power of Feedback. Review of Educational Research, March 2007, Vol. 77, No. 1, pp. 81–112
Formative Assessment Feedback
Should provide information that:1. Informs students about their performance2. Is timely3. Leads to the development of specific plans for improvement
supported and guided by faculty4. Is subject to follow through whereby students present
evidence of progress5. Is part of a continuous cycle over time
Adapted from Konopasek, L., Norcini, J., and Krupat, E.. 2016. Focusing on the Formative: Building an Assessment System Aimed at Student Growth and Development. Academic Medicine, 2016;91:1492–1497.
Formative Assessment Feedback Process
Measured Progress (2015, September). Cultivate Interactivity in Your Classroom With the Formative Assessment Feedback Loop. Retrieved April 24, 2017, from http://blog.measuredprogress.org/blog/cultivate-interactivity-in-your-classroom-with-the-formative-assessment-feedback-loop
Promoting a Formatively Focused Assessment System
Culture should foster close, trusting student–teacher relationships focused on honest and specific feedback, reflection, and promotion of student development.
A model of feedback to enhance learning
Hattie and Timperley, 2007
A model of feedback to enhance learning
Hattie and Timperley, 2007
The medical history you wrote up was thorough.
A model of feedback to enhance learning
Hattie and Timperley, 2007Review your notes about diabetes before you complete the treatment plan.
A model of feedback to enhance learning
Hattie and Timperley, 2007You had a similar patient last month. Review that case to see how you approached that case.
A model of feedback to enhance learningHattie and Timperley, 2007
You are developing into a very competent dentist.
ApproachesWhat are approaches to giving informal and formal feedback?
Opportunities for Clinical Feedback
• “On the Fly” assessment/ instruction/ feedback - “One-Minute Preceptor” video
• Global Clinical Evaluation form or Procedural Assessment forms- informal or formal discussion of results with students
Quick assessment/ feedback opportunity: One Minute Preceptor
https://www.youtube.com/watch?v=hmKvei3thwQ
From the Columbia College of Physicians and Surgeons Virginia Apgar Academy of Medical Educators Teaching Tips series.
Ideas of how/ when/ where you can implement “One-Minute Preceptor” process?1. Assess the student’s experience2. Set goals and establish a clear timeframe3. Ask what is going on with the patient4. Ask why they think the way they do5. Reinforce what they did well; be specific!!6. Correct errors and omissions; be specific!!7. Teach a general principle8. End with encouraging reflection
Activity: Role play One-minute preceptor
Case 1You are a faculty member teaching in the third year clinic. You are chatting with a student named Michael who is scheduled to see a 54 yo Hispanic male with high blood pressure and a family history of diabetes, who has Medicaid insurance, who has missed his last 2 appointments, but who has a few 5mm pockets and needs to have 3 cavities filled.
Debrief - How did it go?
1. What questions did you ask Michael about his patient to assess his knowledge and get the conversation started?
2. What did you get to teach Michael, in response to assessing his knowledge?
3. What was it like to use this approach?
Giving formal feedback to students
Global Clinical Evaluation Form• July 2016- Introduction of systematic procedural assessments
in clinical environment• 2016-2017- Evaluation Subcommittee and Grading Task has
finalized a global clinical evaluation form to assess non-procedural competencies over time to clarify clinical expectations and to provide a mechanism for feedback to students and systematic collection of student performance
• These formal evaluations also provide opportunities for feedback discussions
Turning interactions into summative judgmentsGlobal Evaluation Form opportunities to rate and comment on:• Student’s RECEPTIVENESS and expressing INTEREST to
LEARN in response to feedback in the Professionalism and Teaching/ Role Modeling section
• Student’s behavior in SEEKING OUT FEEDBACK and LEARNING OPPORTUNITIES, and how to TEACH OTHERS to improve in the Self-Direction and Self-Assessment section
• Leave comments about SPECIFIC situations
Giving feedback Apgar video
https://www.youtube.com/watch?v=SYXgMobMU8U
From the Columbia College of Physicians and Surgeons Virginia Apgar Academy of Medical Educators Teaching Tips series.
Ask-Tell-Ask
• Ask the learner what they think about their performance.• Tell the learner what you observed.• Ask if the feedback was on target. Did it make sense? Wrap
up with a commitment to the future.
Activity: Role play Ask-Tell-AskCase 2 - Clinical Performance You are a faculty member who works in the clinic two days a week and you’ve been asked to complete a Global Evaluation form about a third year student named Joshua, and to meet with him to give him feedback on his performance during the first half of the third year. You have observed that Joshua follows appropriate treatment sequencing, has an organized chairside approach, and demonstrates that he reviews techniques in advance of patient care. However, you have noticed at points over the past two months that Joshua is not scheduling patients in a timely manner, doesn’t appear to ask for help when needed, and does not use clinic time effectively, such as by leaving the clinic when his patients do not arrive for an appointment.
DebriefPartner- please give feedback on how that interaction went, using Ask, Tell, Ask.Ask: How did you think that conversation went?Tell: What you thought was effective about the conversation.Ask: What could you do differently next time?
Activity: Role Play Ask-Tell-Ask
Case 3 - ProfessionalismYou are a faculty member who teaches in the clinic two days a week and you’ve been asked to complete a Global Evaluation form about a fourth year student named Crystal. You have observed that she arrives to meet her patients on time and is dressed professionally at all times. However, she does not effectively document all of her patients and procedures, leaving out important information from patient records. She also does not offer to help peers or third year students.
DebriefPartner- please give feedback on how that interaction went, using Ask, Tell, Ask.Ask: How did you think that conversation went?Tell: What you thought was effective about the conversation.Ask: What could you do differently next time?
Next Steps - Implementation/ ReflectionWhat is needed to implement some of this assessment/ feedback advice?
Wrap up
• Feedback form: Tell us how we did• Contact us:
• Michelle V. Hall - [email protected]• Aubrie Swan Sein - [email protected]
References• Hattie, J. and Timperley, H.. 2007. The Power of Feedback. Review of
Educational Research, March 2007, Vol. 77, No. 1, pp. 81–112• Konopasek, L., Norcini, J., and Krupat, E.. 2016. Focusing on the Formative:
Building an Assessment System Aimed at Student Growth and Development. Academic Medicine, 2016;91:1492–1497.
• Measured Progress (2015, September). Cultivate Interactivity in Your Classroom With the Formative Assessment Feedback Loop. Retrieved April 24, 2017, from http://blog.measuredprogress.org/blog/cultivate-interactivity-in-your-classroom-with-the-formative-assessment-feedback-loop
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