Rethinking how feedback from WBAs can stimulate extension and growth for learners

Helen Wozniak; Christy Noble; Rachel Claydon; Samuel Monk; Megan Steele

Rethinking how feedback from WBAs can stimulate extension and growth for learners

Helen Wozniak, Christy Noble, Rachel Claydon, Samuel Monk, Megan Steele

Research output: Chapter in Book/Report/Conference proceeding › Meeting Abstract › peer-review

Abstract

Oral Session 4D4 (0729)

Date of presentation: Saturday 27th August

Time of session: 15:15 - 15:30

Location of presentation: Rhone 3B

Background
Effective feedback is essential for student learning across the medical training continuum as it maximises the development of evaluative judgement and achievement of clinical capabilities. Feedback captured during opportunistic observed workplace-based assessments (WBAs) such as mini-CEX and DOPS provides useful insights for students about their current stage of development. What is less well understood is how students, informed by their evaluative judgement, plan to act on this feedback in subsequent WBAs.

Summary Of Work

Using an electronic WBA platform Year 3 and 4 medical students at The University of Queensland record feedback received from their supervisors and, in response to this feedback, their action plan. Drawing from frameworks previously described by Boud and Molloy (2013) and Derham (2021) we developed a coding taxonomy to characterise: 1) supervisors’ feedback and 2) students’ action plans, according to their level of detail (specific or vague), quality of information (instructional and actionable) and extent of planned change, to inform the following research questions:

 Does actionable feedback provide a stimulus for learners to extend their capabilities?

 Do students who receive actionable feedback have higher engagement with WBAs?

 Does assessor position influence the quality of the feedback?

Original language	English
Title of host publication	Ottawa Conferences Lyon 2022: Reimagining Assessment Across the Continuum
Pages	211-212
Publication status	Published - 2022
Externally published	Yes
Event	Ottawa Lyon 2022: Reimagining Assessment Across the Continuum - Lyon, France Duration: 26 May 2022 → 28 May 2022 https://www.ottawaconference.org/ottawa-2022 https://web.archive.org/web/20240518111403/https://www.ottawaconference.org/_files/ugd/bd1cfc_c215a2eb8902423cb36befe6c24f6b45.pdf (Publicity Flyer)

Conference

Conference	Ottawa Lyon 2022: Reimagining Assessment Across the Continuum
Abbreviated title	Ottawa 2022
Country/Territory	France
City	Lyon
Period	26/05/22 → 28/05/22
Other	The competence of healthcare professionals and the need to ensure that training programmes are fit for purpose has never been more important. Ottawa 2022 provides the opportunity for all involved in the assessment of competence of medical and healthcare personnel from around the world to come together to discuss the current status and future directions. Keynote speakers will challenge the audience and stimulate new ways of thinking about assessment and evaluation. The continuum of education will be addressed in medicine, dentistry, nursing and the other healthcare professions, from undergraduate through postgraduate/specialist training to the often neglected area of continuing professional development. Participants from around the world are invited to submit abstracts relating to their work, for presentation in symposia, oral and poster presentations, and workshops. The important work on consensus statements and recommendations as to best practice in the area of assessment of competence which was started in 2010 will be continued, with the aim of disseminating information about state-of-the-art practice.
Internet address	https://www.ottawaconference.org/ottawa-2022 https://web.archive.org/web/20240518111403/https://www.ottawaconference.org/_files/ugd/bd1cfc_c215a2eb8902423cb36befe6c24f6b45.pdf (Publicity Flyer)

Cite this

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title = "Rethinking how feedback from WBAs can stimulate extension and growth for learners",

abstract = "Oral Session 4D4 (0729)Date of presentation: Saturday 27th AugustTime of session: 15:15 - 15:30Location of presentation: Rhone 3B Background Effective feedback is essential for student learning across the medical training continuum as it maximises the development of evaluative judgement and achievement of clinical capabilities. Feedback captured during opportunistic observed workplace-based assessments (WBAs) such as mini-CEX and DOPS provides useful insights for students about their current stage of development. What is less well understood is how students, informed by their evaluative judgement, plan to act on this feedback in subsequent WBAs. Summary Of WorkUsing an electronic WBA platform Year 3 and 4 medical students at The University of Queensland record feedback received from their supervisors and, in response to this feedback, their action plan. Drawing from frameworks previously described by Boud and Molloy (2013) and Derham (2021) we developed a coding taxonomy to characterise: 1) supervisors{\textquoteright} feedback and 2) students{\textquoteright} action plans, according to their level of detail (specific or vague), quality of information (instructional and actionable) and extent of planned change, to inform the following research questions:  Does actionable feedback provide a stimulus for learners to extend their capabilities?  Do students who receive actionable feedback have higher engagement with WBAs?  Does assessor position influence the quality of the feedback?",

author = "Helen Wozniak and Christy Noble and Rachel Claydon and Samuel Monk and Megan Steele",

year = "2022",

language = "English",

pages = "211--212",

booktitle = "Ottawa Conferences Lyon 2022: Reimagining Assessment Across the Continuum",

note = "Ottawa Lyon 2022: Reimagining Assessment Across the Continuum, Ottawa 2022 ; Conference date: 26-05-2022 Through 28-05-2022",

url = "https://www.ottawaconference.org/ottawa-2022, https://web.archive.org/web/20240518111403/https://www.ottawaconference.org/\_files/ugd/bd1cfc\_c215a2eb8902423cb36befe6c24f6b45.pdf",

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TY - CHAP

T1 - Rethinking how feedback from WBAs can stimulate extension and growth for learners

AU - Wozniak, Helen

AU - Noble, Christy

AU - Claydon, Rachel

AU - Monk, Samuel

AU - Steele, Megan

PY - 2022

Y1 - 2022

N2 - Oral Session 4D4 (0729)Date of presentation: Saturday 27th AugustTime of session: 15:15 - 15:30Location of presentation: Rhone 3B Background Effective feedback is essential for student learning across the medical training continuum as it maximises the development of evaluative judgement and achievement of clinical capabilities. Feedback captured during opportunistic observed workplace-based assessments (WBAs) such as mini-CEX and DOPS provides useful insights for students about their current stage of development. What is less well understood is how students, informed by their evaluative judgement, plan to act on this feedback in subsequent WBAs. Summary Of WorkUsing an electronic WBA platform Year 3 and 4 medical students at The University of Queensland record feedback received from their supervisors and, in response to this feedback, their action plan. Drawing from frameworks previously described by Boud and Molloy (2013) and Derham (2021) we developed a coding taxonomy to characterise: 1) supervisors’ feedback and 2) students’ action plans, according to their level of detail (specific or vague), quality of information (instructional and actionable) and extent of planned change, to inform the following research questions:  Does actionable feedback provide a stimulus for learners to extend their capabilities?  Do students who receive actionable feedback have higher engagement with WBAs?  Does assessor position influence the quality of the feedback?

AB - Oral Session 4D4 (0729)Date of presentation: Saturday 27th AugustTime of session: 15:15 - 15:30Location of presentation: Rhone 3B Background Effective feedback is essential for student learning across the medical training continuum as it maximises the development of evaluative judgement and achievement of clinical capabilities. Feedback captured during opportunistic observed workplace-based assessments (WBAs) such as mini-CEX and DOPS provides useful insights for students about their current stage of development. What is less well understood is how students, informed by their evaluative judgement, plan to act on this feedback in subsequent WBAs. Summary Of WorkUsing an electronic WBA platform Year 3 and 4 medical students at The University of Queensland record feedback received from their supervisors and, in response to this feedback, their action plan. Drawing from frameworks previously described by Boud and Molloy (2013) and Derham (2021) we developed a coding taxonomy to characterise: 1) supervisors’ feedback and 2) students’ action plans, according to their level of detail (specific or vague), quality of information (instructional and actionable) and extent of planned change, to inform the following research questions:  Does actionable feedback provide a stimulus for learners to extend their capabilities?  Do students who receive actionable feedback have higher engagement with WBAs?  Does assessor position influence the quality of the feedback?

UR - https://web.archive.org/web/20220520010052/https://www.ottawaconference.org/ottawa-2022

UR - https://espace.library.uq.edu.au/view/UQ:02e3e43

M3 - Meeting Abstract

SP - 211

EP - 212

BT - Ottawa Conferences Lyon 2022: Reimagining Assessment Across the Continuum

T2 - Ottawa Lyon 2022: Reimagining Assessment Across the Continuum

Y2 - 26 May 2022 through 28 May 2022

ER -

Rethinking how feedback from WBAs can stimulate extension and growth for learners

Abstract

Conference

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