A qualitative study on trainees’ and supervisors’ perceptions of assessment for learning in postgraduate medical education
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INTRODUCTION: Recent changes in postgraduate medical training curricula usually encompass a shift towards more formative assessment, or assessment for learning. However, though theoretically well suited to postgraduate training, evidence is emerging that engaging in formative assessment in daily clinical practice is complex. AIM: We aimed to explore trainees' and supervisors' perceptions of what factors determine active engagement in formative assessment. METHODS: Focus group study with postgraduate trainees and supervisors in obstetrics and gynaecology. RESULTS: Three higher order themes emerged: individual perspectives on feedback, supportiveness of the learning environment and the credibility of feedback and/or feedback giver. CONCLUSION: Engaging in formative assessment with a genuine impact on learning is complex and quite a challenge to both trainees and supervisors. Individual perspectives on feedback, a supportive learning environment and credibility of feedback are all important in this process. Every one of these should be taken into account when the utility of formative assessment in postgraduate medical training is evaluated.
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Responses to feedback differ between learners, even regarding similar performance on similar tasks.
“Responses to feedback also differ between learners, even regarding similar performance on similar tasks. Dijksterhuis showed individual variability in the acceptance and responsiveness to feedback [50].”
From Guidelines: The do’s, don’ts and don’t knows of feedback for clinical education. (2015) · cites this paper as [50]
Within a trusting and supportive relationship, feedback is more likely to be viewed as credible.
“Within a trusting and supportive relationship, feedback is also more likely to be viewed as credible [50, 78].”
From Guidelines: The do’s, don’ts and don’t knows of feedback for clinical education. (2015) · cites this paper as [50]
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- Authors
- Dijksterhuis, M. G. K., Schuwirth, L. W. T., Braat, D. D. M., Teunissen, P. W., & Scheele, F.
- Affiliations
- Amphia Ziekenhuis (NL)
- Flinders University (AU)
- University of Medical Centre Nijmegen
- Amsterdam UMC Location Vrije Universiteit Amsterdam (NL)
- Corresponding author
- Dijksterhuis, Marja G. K.
- Venue
- Medical Teacher
- Publisher
- Informa UK Limited
- Published
- 2013-04-22
- Volume
- 35
- Issue
- 8
- Pages
- e1396-402
- ISSN
- 0142-159X (ISSN-L)
- 1466-187X
- OpenAlex
- W2093342083
- Cited by
- 79
- References
- 48
- Citations by year
- 2025: 2 · 2024: 6 · 2023: 7 · 2022: 14 · 2021: 4 · 2020: 4 · 2019: 7 · 2018: 8 · 2017: 5 · 2016: 9 · 2015: 7 · 2014: 6
- FWCI
- 7.48
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Medical Teacher (publishedVersion)
- PubMed (publishedVersion)
- Amsterdam UMC (VU Amsterdam) - Institutional Repository (publishedVersion)
- Research Publications (Maastricht University) (submittedVersion)
- Pure Amsterdam UMC (submittedVersion)
- Radboud Repository (Radboud University) (submittedVersion)
- Data Archiving and Networked Services (DANS) (submittedVersion)
- 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
- assessment for learning, formative assessment, graduate medical education, trainee perceptions, supervisor perceptions, feedback, learning environment, obstetrics and gynecology education
- MeSH terms
- Clinical Competence, Curriculum, Educational Measurement, Environment, Faculty, Medical, Feedback, Goals, Humans, Internship and Residency, Learning, Perception, Program Evaluation, Focus Groups, Qualitative Research
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