Experts by experience; the views of service user educators providing feedback on medical students' work based assessments
Abstract
Assessment tools were designed to provide health and social care students with multi-sourced, interprofessional feedback in practice. This includes feedback from service users. Third year medical students at the University of Leeds were given accesses to 4 assessment tools whilst in practice. Completed assessments were then sent to the university where service users and carers worked with university tutors to give further feedback and comment on the overall development of students. Three service users then took part in a focus group and one provided written feedback. Four key themes were identified from the focus group: • Preparation and support • The design of the tools • The process of using the tools in practice • Feedback. We found that the project provided both challenges and rewards for all involved. The service user educators involved were able to bring a different and valuable perspective to formative feedback. The combination of their personal and professional experiences, along with the preparation they had received, helped bridge the gap between service users in practice and university based tutors. The findings from this study went on to inform a review of the assessment tools and revised versions are now being used.
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Cited rationale was to empower patients.
“and to empower patients.39”
From Role of active patient involvement in undergraduate medical education: a systematic review (2020) · cites this paper as [39]
Another article described that the collaboration between patients and educators allows for mutual learning without an authentic patient perspective being lost.
“Another article described that the collaboration between patients and educators allows for mutual learning without an authentic patient perspective being lost.39”
From Role of active patient involvement in undergraduate medical education: a systematic review (2020) · cites this paper as [39]
Patients also provided written feedback to student essays, which were used for formal assessment.
“Patients also provided written feedback to student essays, which were used for formal assessment.39”
From Role of active patient involvement in undergraduate medical education: a systematic review (2020) · cites this paper as [39]
In addition to formative student assessment, such as feedback during teaching sessions, patients participated in high stakes summative assessments, such as the final year objective structured clinical examination (OSCE).
“In addition to formative student assessment, such as feedback during teaching sessions, patients participated in high stakes summative assessments, such as the final year objective structured clinical examination (OSCE).39”
From Role of active patient involvement in undergraduate medical education: a systematic review (2020) · cites this paper as [39]
The University of Leeds worked with a dedicated internal patient group named 'The Patient Voice Group', consisting of lay people who use their experiences to inform their roles as teachers and researchers.
“The University of Leeds worked with a dedicated internal patient group named ‘The Patient Voice Group’, consisting of lay people who use their experiences to inform their roles as teachers and researchers.”
From Role of active patient involvement in undergraduate medical education: a systematic review (2020) · cites this paper as [39]
In the University of Leeds, a permanent patient voice group was incorporated in the institution.
“In the University of Leeds, a permanent patient voice group was incorporated in the institution.39”
From Role of active patient involvement in undergraduate medical education: a systematic review (2020) · cites this paper as [39]
A patient and public involvement manager who provided ongoing support was assigned within the school.
“Additionally, a patient and public involvement manager who provided ongoing support was assigned within the school.39”
From Role of active patient involvement in undergraduate medical education: a systematic review (2020) · cites this paper as [39]
The institution appointed a patient and public involvement manager to provide ongoing support.
“The institution appointed a patient and public involvement manager to provide ongoing support.”
From Role of active patient involvement in undergraduate medical education: a systematic review (2020) · cites this paper as [39]
This group was involved in formative and summative assessment.
“This group was involved in formative and summative assessment.”
From Role of active patient involvement in undergraduate medical education: a systematic review (2020) · cites this paper as [39]
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- Authors
- Muir, D., & Laxton, J. C.
- Affiliations
- University of Leeds (GB)
- Corresponding author
- Muir, Delia
- ORCID
- Muir, Delia
- Venue
- Nurse Education Today
- Publisher
- Elsevier BV
- Published
- 2012-02
- Volume
- 32
- Issue
- 2
- Pages
- 146-150
- ISSN
- 0260-6917 (ISSN-L)
- OpenAlex
- W2136762855
- Cited by
- 31
- References
- 24
- Citations by year
- 2025: 3 · 2024: 1 · 2023: 1 · 2022: 4 · 2020: 4 · 2019: 2 · 2018: 3 · 2017: 3 · 2016: 5 · 2015: 1 · 2013: 2 · 2012: 2
- FWCI
- 1.26
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Nurse Education Today (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Social Sciences › Education › Student Assessment and Feedback
- Health Sciences › Health Professions › General Health Professions › Mental Health and Patient Involvement
- Keywords
- service user feedback, formative assessment, workplace-based assessment, medical students, health and social care education, scale development, experiential learning
- MeSH terms
- Clinical Competence, Education, Medical, United Kingdom, Humans, Interprofessional Relations, Patient Participation, Students, Medical
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