Student perceptions of assessment and feedback in longitudinal integrated clerkships

Bates, Joanna; Konkin, Jill; Suddards, Carol; Dobson, Sarah; Pratt, Dan

doi:10.1111/medu.12087

Cited by 145Innovations in Medical EducationStudent Assessment and FeedbackClinical Reasoning and Diagnostic Skills

Student perceptions of assessment and feedback in longitudinal integrated clerkships

Bates, Joanna, Konkin, Jill, Suddards, Carol, Dobson, Sarah, Pratt, Dan·2013·Medical Education

DOI 10.1111/medu.12087

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Abstract

Objectives This study was conducted to elucidate how the learning environment and the student–preceptor relationship influence student experiences of being assessed and receiving feedback on performance. Thus, we examined how long‐term clinical clerkship placements influence students’ experiences of and views about assessment and feedback. Methods We took a constructivist grounded approach, using authentic assessment and communities of practice as sensitising concepts. We recruited and interviewed 13 students studying in longitudinal integrated clerkships across two medical schools and six settings, using a semi‐structured interview framework. We used an iterative coding process to code the data and arrive at a coding framework and themes. Results Students valued the unstructured assessment and informal feedback that arose from clinical supervision, and the sense of progress derived from their increasing responsibility for patients and acceptance into the health care community. Three themes emerged from the data. Firstly, students characterised their assessment and feedback as integrated, developmental and longitudinal. They reported authenticity in the monitoring and feedback that arose from the day‐to‐day delivery of patient care with their preceptors. Secondly, students described supportive and caring relationships and a sense of safety. These enabled them to reflect on their strengths and weaknesses and to interpret critical feedback as supportive. Students developed similar relationships across the health care team. Thirdly, the long‐term placement provided for multiple indicators of progress for students. Patient outcomes were perceived as representing direct feedback about students’ development as doctors. Taking increasing responsibility for patients over time is an indicator to students of their increasing competence and contributes to the developing of a doctor identity. Conclusions Clerkship students studying for extended periods in one environment with one preceptor perceive assessment and feedback as authentic because they are embedded in daily patient care, useful because they are developmental and longitudinal, and constructive because they occur in the context of a supportive learning environment and relationship.

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Longitudinal integrated clerkship relationships afforded 'constructive interpretation of critical feedback'.
“They found that such relationships afforded ‘constructive interpretation of critical feedback’ (p. 366); students were able to interpret even challenging or corrective feedback as supportive.”
From Guidelines: The do’s, don’ts and don’t knows of feedback for clinical education. (2015) · cites this paper as [67]
Medical students value informal verbal feedback more than formal workplace-based assessment with written feedback.
“Medical students have been found to value informal verbal feedback more than formal workplace-based assessment (WBA) with written feedback [66, 67].”
From Guidelines: The do’s, don’ts and don’t knows of feedback for clinical education. (2015) · cites this paper as [67]

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Authors: Bates, J., Konkin, J., Suddards, C., Dobson, S., & Pratt, D.
Affiliations: University of British Columbia (CA)
University of Alberta (CA)
Corresponding author: Bates, Joanna
ORCID: Bates, Joanna
Konkin, Jill
Dobson, Sarah
Venue: Medical Education
Publisher: Wiley
Published: 2013-03-12
Volume: 47
Issue: 4
Pages: 362-374
ISSN: 0308-0110 (ISSN-L)
1365-2923
DOI: 10.1111/medu.12087
OpenAlex: W1823953396
Cited by: 145
References: 57
Citations by year: 2026: 2 · 2025: 10 · 2024: 12 · 2023: 10 · 2022: 10 · 2021: 16 · 2020: 12 · 2019: 14 · 2018: 12 · 2017: 12 · 2016: 9 · 2015: 14 · 2014: 8 · 2013: 4
FWCI: 11.93
Type: journal article
Language: en
Open access: closed
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations: Medical Education (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 › Medicine › Family Practice › Clinical Reasoning and Diagnostic Skills
Keywords: longitudinal integrated clerkship, clinical evaluation, clinical feedback, student perceptions, authentic assessment, communities of practice, clinical supervision, student responsibility, learning environment, medical students
MeSH terms: Adult, Clinical Clerkship, Educational Measurement, Feedback, Humans, Physician-Patient Relations, Preceptorship, Students, Medical

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Student perceptions of assessment and feedback in longitudinal integrated clerkships

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