Factors influencing students’ receptivity to formative feedback emerging from different assessment cultures

Perspectives on Medical Education

Volumn 5, Issue 5, 2016, Pages 276-284

  Harrison, Christopher J ^a   Könings, Karen D ^b   Dannefer, Elaine F ^c   Schuwirth, Lambert W T ^d   Wass, Valerie ^a   van der Vleuten, Cees P M ^b  

^a KEELE UNIVERSITY SCHOOL OF MEDICINE   (United Kingdom)

^b MAASTRICHT UNIVERSITY   (Netherlands)

^c CASE WESTERN RESERVE UNIVERSITY   (United States)

^d FLINDERS UNIVERSITY   (Australia)

Author keywords

Feedback; Programmatic assessment; Summative assessment

Indexed keywords

EID: 85016835310     PISSN: 22122761     EISSN: 2212277X     Source Type: Journal    
DOI: 10.1007/s40037-016-0297-x     Document Type: Article

References (38)

1. Shute V. Focus on formative feedback. Rev Educ Res. 2008;78:153–89.
2. Hattie J, Timperley H. The power of feedback. Rev Educ Res. 2007;77:81–112.
3. Ericsson KA. An expert-performance perspective of research on medical expertise: the study of clinical performance. Med Educ. 2007;41:1124–30.
4. General Medical Council. Tomorrow’s doctors 2009. http://www.gmc-uk.org/Tomorrow_s_Doctors_1214.pdf_48905759.pdf. Acccessed 12 September 2016.
5. Liaison Committee on Medical Education. Functions and structure of a medical school: LCME accreditation standards 2009. http://lcme.org/publications/. Accessed 12 September 2016.
6. Duffield KE, Spencer JA. A survey of medical students’ views about the purpose and fairness of assessment. Med Educ. 2002;36:879–86.
7. Dahlin M, Joneborg N, Runeson B. Stress and depression among medical students: a cross-sectional study. Med Educ. 2005;39:594–604.
8. Ramani S, Krackov SK. Twelve tips for giving feedback effectively in the clinical environment. Med Teach. 2012;34:787–91.
9. Sinclair HK, Cleland JA. Undergraduate medical students: who seeks formative feedback? Med Educ. 2007;41:580–2.
10. Harrison CJ, Könings KD, Molyneux A, Schuwirth L, Wass V, van der Vleuten CPM. Web-based feedback after summative assessment: how do students engage? Med Educ. 2013;47:734–44.
11. Kogan JR, Conforti LN, Bernabeo EC, Durning SJ, Hauer KE, Holmboe ES. Faculty staff perceptions of feedback to residents after direct observation of clinical skills. Med Educ. 2012;46:201–15.
12. Mann K, van der Vleuten C, Eva K, et al. Tensions in informed self-assessment: how the desire for feedback and reticence to collect and use it can conflict. Acad Med. 2011;86:1120–7.
13. Eva KW, Armson H, Holmboe E, et al. Factors influencing responsiveness to feedback: on the interplay between fear, confidence, and reasoning processes. Adv Health Sci Educ Theory Pract. 2012;17:15–26.
14. Sargeant J, Mann K, Sinclair D, et al. Learning in practice: experiences and perceptions of high-scoring physicians. Acad Med. 2006;81:655–70.
15. Eva KW, Munoz J, Hanson MD, Walsh A, Wakefield J. Which factors, personal or external, most influence students’ generation of learning goals? Acad Med. 2010;85:102–5.
16. Watling CJ. Unfulfilled promise, untapped potential: feedback at the crossroads. Med Teach. 2014;36:692–7.
17. Watling C, Driessen E, van der Vleuten CP, Vanstone M, Lingard L. Beyond individualism: professional culture and its influence on feedback. Med Educ. 2013;47:585–94.
18. Watling C, Driessen E, van der Vleuten CP, Vanstone M, Lingard L. Music lessons: revealing medicine’s learning culture through a comparison with that of music. Med Educ. 2013;47:842–50.
19. Watling C, Driessen E, van der Vleuten CP, Lingard L. Learning culture and feedback: an international study of medical athletes and musicians. Med Educ. 2014;48:713–23.
20. Harrison C, Könings K, Schuwirth L, Wass V, van der Vleuten C. Barriers to the uptake and use of feedback in the context of summative assessment. Adv Health Sci Educ Theory Pract. 2015;20:229–45.
21. Shepard L. The role of assessment in a learning culture. Educ Res. 2000;29:4–14.
22. Schuwirth LW, van der Vleuten CPM. Programmatic assessment: from assessment of learning to assessment for learning. Med Teach. 2011;33:478–85.
23. van der Vleuten CPM, Schuwirth LW, Driessen E, et al. A model for programmatic assessment fit for purpose. Med Teach. 2012;34:205–14.
24. Bok HGJ, Teunissen PW, Favier RP, et al. Programmatic assessment of competency-based workplace learning: when theory meets practice. BMC Med Educ. 2013;13:123.
25. Heeneman S, Oudkerk Pool A, Schuwirth LWT, van der Vleuten CPM, Driessen EW. The impact of programmatic assessment on student learning – the theory versus practice. Med Educ. 2015;49:487–98.
26. Harrison CJ, Molyneux AJ, Blackwell S, Wass VJ. How we give personalised audio feedback after summative OSCEs. Med Teach. 2015;37:323–6.
27. Dannefer EF, Henson LC. The portfolio approach to competency-based assessment at the Cleveland Clinic Lerner College of Medicine. Acad Med. 2007;82:493–502.
28. Dannefer E, Bierer B, Gladding SP. Evidence within a portfolio-based assessment program: what do medical students select to document their performance? Med Teach. 2012;34:215–20.
29. Altahawi F, Sisk B, Poloskey S, Hicks C, Dannefer EF. Student perspectives on assessment: experience in a competency-based portfolio system. Med Teach. 2012;34:221–5.
30. Mills J, Bonner A, Francis K. The development of constructivist grounded theory. Int J Qual Methods. 2008;5:25–35.
31. Bates J, Konkin J, Suddards C, Dobson S, Pratt D. Student perceptions of assessment and feedback in longitudinal integrated clerkships. Med Educ. 2013;47:362–74.
32. Dolmans D, de Grave W, Wolfhagen I, van der Vleuten C. Problem-based learning: future challenges for educational practice and research. Med Educ. 2005;39:732–41.
33. Savin-Baden M. Understanding the impact of assessment on students in problem-based learning. Innov Educ Teach Int. 2004;41:221–33.
34. Struyven K, Dochy F, Janssens S. Students’ perceptions about evaluation and assessment in higher education: a review. Assess Eval High Educ. 2005;30:325–41.
35. Stefani LAJ. Assessment in partnership with learners. Assess Eval High Educ. 1998;23:339–50.
36. Schuwirth LWT, van der Vleuten CPM. Changing education, changing assessment, changing research. Med Educ. 2004;38:805–12.
37. Rust C, O’Donovan B, Price M. A social constructivist assessment process model: how the research literature shows us this could be best practice. Assess Eval High Educ. 2005;30:231–40.
38. Dornan T, Scherpbier A, King N, Boshuizen H. Clinical teachers and problem-based learning: a phenomenological study. Med Educ. 2005;39:163–70.