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Feedback interactions and workplace based assessment in the surgical workplace
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Gaunt, Anne (2017) Feedback interactions and workplace based assessment in the surgical workplace. PhD thesis, University of Warwick.
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Official URL: http://webcat.warwick.ac.uk/record=b3155859~S15
Abstract
Introduction
Feedback is important for change in clinical practice. In the postgraduate clinical workplace opportunities for feedback are sporadic and non-standardised. Workplace Based Assessments were designed to offer trainees and trainers the opportunities to engage in feedback. WBA have a role as an assessment of learning and in practice settings the educational benefits of WBA remain elusive. Research question; How do WBA impact on feedback interactions, between surgical trainers and trainees, in the postgraduate workplace?
Methods
This mixed methods study adopted an explanatory sequential approach to data collection and analysis. Quantitative, questionnaire data, guided qualitative, focus group, data collection and analysis.
Results
Trainees perceive WBA represent an assessment of learning compared to trainers. Trainers perceive they provide feedback to trainees more than trainees perceive receiving it. Trainees actively engage in seeking feedback via WBA and this relates to perceptions of the value of feedback, having a learning goal orientation and effective supervision. Trainees’ perception of WBA as an assessment of learning leads them to “play the game” and seek positive feedback and avoid negative feedback in the context of WBA. Outside of WBA trainees seek negative feedback which they use to change practice. Trainers described that the culture of WBA, the purpose of WBA as an assessment for learning and of learning, how WBA are used (properly v playing the game) and the trainer – trainee relationship are all interwoven. Activity Theory can illuminate the complex clinical dynamic in which feedback interactions take place.
Discussion
Feedback interactions in the context of WBA in the postgraduate workplace are highly complex. Trainees and trainers play an active role in these interactions and can choose to engage in meaningful feedback exchanges using WBA. Trainees concerns about the assessment for learning role of WBA adversely affects how WBA are used by trainees and subsequently trainers.
Item Type: | Thesis (PhD) | ||||
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Subjects: | R Medicine > RD Surgery | ||||
Library of Congress Subject Headings (LCSH): | Surgeons -- Training of -- Attitudes -- Case studies, Surgeons -- Examinations -- Attitudes -- Case studies | ||||
Official Date: | February 2017 | ||||
Dates: |
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Institution: | University of Warwick | ||||
Theses Department: | Warwick Medical School | ||||
Thesis Type: | PhD | ||||
Publication Status: | Unpublished | ||||
Extent: | 231 leaves : illustrations | ||||
Language: | eng |
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