Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-848d4c4894-4hhp2 Total loading time: 0 Render date: 2024-06-09T10:14:42.165Z Has data issue: false hasContentIssue false

Section 3 - Feedback, Assessment and Supervision

Published online by Cambridge University Press:  24 November 2022

Edited by
Sarah Huline-Dickens  and
Patricia Casey
Sarah Huline-Dickens
Affiliation:
Mount Gould Hospital, Plymouth
Patricia Casey
Affiliation:
Hermitage Medical Clinic, Dublin
Get access

Summary

A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Clinical Topics in Teaching Psychiatry
A Guide for Clinicians
 , pp. 135 - 172
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Adcroft, A (2011) The mythology of feedback. Higher Education Research and Development, 30: 405–19.CrossRefGoogle Scholar
Algiraigri, AH (2014) Ten tips for receiving feedback effectively in clinical practice. Medical Education, 19: 25141.Google Scholar
Atkinson, JW (1957) Motivational determinants of risk taking behaviour. Psychology Review, 64: 365.Google Scholar
Bing You, RG, Trowbridge, RL (2009) Why medical educators may be failing at feedback. JAMA, 302: 1330–1.Google Scholar
Bing You, RG, Paterson, J, Levine, MA (1997) Feedback falling on deaf ears: Residents’ receptivity to feedback tempered by sender credibility. Medical Teacher, 19: 40–4.Google Scholar
Bing-You, R, Hayes, V, Varaklis, K, et al. (2017)Feedback for learners in medical education: what is known? A scoping review. Academic Medicine, 92: 1346–54.CrossRefGoogle ScholarPubMed
Black, P, William, D (1998) Assessment and classroom teaching. Assessment in Education, 5: 7–73.Google Scholar
Boehler, ML, Rogers, DA, Schwind, CJ, et al. (2006) An investigation of medical students’ reactions to feedback: a randomised controlled trial. Medical Education, 40: 746–9.CrossRefGoogle ScholarPubMed
Brown, N, McAvoy, P, Joffé, M (2014) Defining insight: a challenge that matters. The Clinical Teacher 11: 170–3.Google Scholar
Brukner, H, Altkorn, DL, Cook, S, et al. (1999) Giving effective feedback to medical students: a workshop for faculty and house staff. Medical Teacher, 21: 161–5.CrossRefGoogle ScholarPubMed
Chambers, R, Wall, D (1999) Teaching Made Easy: A Manual for Health Professionals. Radcliffe Publishing.Google Scholar
Cheston, H, Graham, D, Johnson, G, Woodland, P. (2022) Changes in UK medical trainees’ perceptions of workplace-based assessments across 10 years: results from two cross-sectional studies. Postgraduate Medical Journal, 98: 269–75.CrossRefGoogle ScholarPubMed
Chur-Hansen, A, McLean, S (2006) On being a supervisor: the importance of feedback and how to give it. Australasian Psychiatry, 14: 67–71.Google Scholar
Coleman, E, O’Connor, E (2019) The role of WhatsApp® in medical education: a scoping review and instructional design model. BMC Medical Education, 19: 279.CrossRefGoogle ScholarPubMed
Day, E, Brown, N (2000) The role of the educational supervisor. A questionnaire survey. Psychiatric Bulletin, 24: 216–18.Google Scholar
Dohms, MC, Collares, CF, Tibério, IC (2020) Video-based feedback using real consultations for a formative assessment in communication skills. BMC Medical Education, 20: 57; doi: https://doi.org/10.1186/s12909-020-1955-6.Google Scholar
Emanuel, EJ (2020) The inevitable reimagining of medical education. JAMA, 323: 1127–1128CrossRefGoogle ScholarPubMed
General Medical Council (2000) Revalidating Doctors: Ensuring Standards, Securing the Future: A Consultation Document. General Medical Council.Google Scholar
General Medical Council (2012) Recognising and approving trainers: the implementation plan. Available at: www.gmc-uk.org/education/10264.asp.Google Scholar
General Medical Council (2016) Promoting Excellence: Standards for Medical Education and Training. General Medical Council.Google Scholar
Gil, DH, Heins, M, Jones, PB (1984) Perceptions of medical school faculty members and students on clinical clerkship feedback. Journal of Medical Education, 259: 856–64.Google Scholar
Gilberthorpe, T, Sarfo, MD, Lawrence-Smith, G (2016) Ticking the boxes: a survey of workplace-based assessments. BJPsych Bulletin, 40: 89–92.Google Scholar
Hardavella, G, Aamli-Gaagnat, A, Saad, N, Rousalova, I, Sreter, KB (2017) How to give and receive feedback effectively. Breathe (Sheffield), 13: 327–33.Google ScholarPubMed
Hawkins, P, Shohet, R (1989) Supervision in the Helping Professions: An Individual, Group and Organizational Approach. Open University Press.Google Scholar
Hesketh, EA, Laidlaw, JM (2002) Developing the teaching instinct: feedback. Medical Teacher, 24: 245–8.Google Scholar
Hewson, MG, Little, ML (1998) Giving feedback in medical education: verification of recommended techniques. Journal of General Internal Medicine, 113: 111–18.Google Scholar
Hilburg, R, Patel, N, Ambruso, S, Biewald, MA, Farouk, SS (2020) Medical education during the coronavirus disease 2019 pandemic: learning from a distance. Advances in Chronic Kidney Disease, 27: 412–7.Google Scholar
Hunukumbure, AD, Smith, SF, Das, S (2017) Holistic feedback approach with video and peer discussion under teacher supervision. BMC Medical Education, 17: 179.Google Scholar
Hyman, RT (1980) Improving Discussion Leadership. Teachers College Press.Google Scholar
Kogan, JR, Conforti, LN, Bernabeo, EC, et al. (2012) Faculty staff perceptions of feedback to residents after direct observation of clinical skills. Medical Education, 46: 201–15.CrossRefGoogle ScholarPubMed
Kolb, DA, Fry, RE (1975) Towards an applied theory of experiential learning. In Cooper, CL (ed.). Theories of Group Processes. Wiley, pp. 33–58.Google Scholar
Kornegay, JG, Kraut, A, Manthey, D, et al. (2017) Feedback in medical education: a critical appraisal. AEM Education and Training, 1: 98–109.Google Scholar
Krackov, SK (2009) Giving feedback. In Dent, JA, Harden, RM (eds.), A Practical Guide for Medical Teachers, 3rd ed. Churchill Livingstone Elsevier, pp. 357–67.Google Scholar
Krackov, SK (2011) Expanding the horizon for feedback. Medical Teacher, 33: 873–4.CrossRefGoogle ScholarPubMed
Krackov, SK, Pohl, H (2011) Building expertise using the deliberate-practice curriculum planning model. Medical Teacher, 33: 570–5.CrossRefGoogle ScholarPubMed
Lerchenfeldt, S, Mi, M, Eng, M (2019) The utilization of peer feedback during collaborative learning in undergraduate medical education: a systematic review. BMC Medical Education, 19: 321.CrossRefGoogle ScholarPubMed
McIlwrick, J, Nair, B, Montgomery, G (2006) ‘How am I doing?’: many problems but few solutions related to feedback delivery in undergraduate psychiatry education. Academic Psychiatry, 30: 130–5.CrossRefGoogle Scholar
Menon, S, Winston, M, Sullivan, G. (2012) Workplace-based assessment: attitudes and perceptions among consultant trainers and comparison with those of trainees. Psychiatric Bulletin, 36: 16–24.Google Scholar
Moorehead, R, Maguire, P, Thoo, SL (2004) Giving feedback to learners in the practice. Australian Family Physician, 33: 691–5.Google Scholar
Murdoch‐Eaton, D, Sargeant, J. (2012) Maturational differences in undergraduate medical students’ perceptions about feedback. Medical Education, 46: 711–21.CrossRefGoogle ScholarPubMed
Norcini, J. Burch, V. (2007) Workplace-based assessment as an educational tool: AMEE Guide No. 31. Medical Teacher, 29: 855–71.Google Scholar
Oakley, C, Oyebode, F (2008) Giving feedback to trainees (online CPD module). Royal College of Psychiatrists. Available at: https://elearninghub.rcpsych.ac.uk/.Google Scholar
O’Leary, D, McAvoy, P, Wilson, J (2010). Performance concerns in psychiatrists referred to the National Clinical Assessment Service. The Psychiatrist, 34: 371–5.Google Scholar
Parikh, A, Mcreelis, K, Hodges, B (2001) Student feedback in problem based learning: a survey of 103 final year students across five Ontario medical schools. Medical Education, 35: 632–6.Google Scholar
Pendleton, D, Schofield, T, Tate, P, et al. (1984) The Consultation: An Approach to Teaching and Learning. Oxford Medical Publications.Google Scholar
Pullen, I, Loudon, J (2006). Improving standards in clinical record-keeping. Advances in Psychiatric Treatment, 12: 280–6.Google Scholar
Raiman, L, Antbring, R, Mahmood, A (2017) WhatsApp messenger as a tool to supplement medical education for medical students on clinical attachment. BMC Medical Education, 17: 7.Google Scholar
Ramani, S, Krackov, SK (2012) Twelve tips for giving feedback effectively in the clinical environment. Medical Teacher, 34: 787–91.Google Scholar
Rolfe, I, McPherson, J (1995) Formative assessment: how am I doing? Lancet, 345: 837–9.Google Scholar
Rose, S (2020) Medical student education in the time of Covid-19. JAMA, 323: 2131–2.Google Scholar
Silverman, J, Draper, J, Kurtz, S (1997) The Calgary–Cambridge approach to communication skills teaching II: the SET–GO method of descriptive feedback. Education for General Practice, 8: 16–23.Google Scholar
Veloski, J, Boex, JR, Grassberger, J, Evans, A, Wofson, DB (2006) Systematic review of the literature on assessment, feedback, and physicians’ clinical performance: BBEME Guide No. 7. Medical Teacher, 28: 118–28.Google Scholar
Willingham, DB (1990) Effective feedback on written assignments, Teaching of Psychology, 17: 10–13.Google Scholar
Zhou, Z, Mims, T, Dugan, A, et al. (2019) Randomized evaluation of videoconference meetings for medical students’ mid-clerkship feedback sessions. Western Journal of Emergency Medicine, 20: 163–9.Google Scholar

References

Bhugra, D, Malik, A, Brown, N (eds.) (2007) Workplace-Based Assessments in Psychiatry. RCPsych Publications.Google Scholar
Brittlebank, A (2007) Piloting workplace-based assessment in psychiatry. In Bhugra, D, Malik, A, Brown (eds., N), Workplace-Based Assessments in Psychiatry. RCPsych Publications, pp 96–108.Google Scholar
Brown, N, Doshi, M (2006) Assessing professional and clinical competence: the way forward. Advances in Psychiatric Treatment, 12: 81–91.Google Scholar
Cronbach, L (2004) My current thoughts on coefficient alpha and successor procedures. Educational and Psychological Measurement, 64: 391–418.Google Scholar
Crossley, J, Humphris, G, Jolly, B (2002a) Assessing health professionals. Medical Education, 36: 800–4.Google Scholar
Crossley, J, Davies, H, Humphris, G, et al. (2002b) Generalisability: a key to unlock professional assessment. Medical Education, 36: 972–8.Google Scholar
Downing, SM (2003) Validity: on the meaningful interpretation of assessment data. Medical Education, 37: 1–8.Google Scholar
Downing, SM, Haladyna, TM (2004) Validity threats: overcoming interference with proposed interpretations of assessment data. Medical Education, 38: 327–33.Google Scholar
GMC(1993) Tomorrow’s Doctors. General Medical Council.Google Scholar
GMC (2006) Good Medical Practice. General Medical Council.Google Scholar
Grant, J, Fox, S, Kumar, N, et al. (2005) Standards for Curricula. Postgraduate Medical Education and Training Board.Google Scholar
Holsgrove, G (1997a) The purpose of assessing medical students. In Whitehouse, C, Roland, M, Campion, P (eds.), Teaching Medicine in the Community: A Guide for Undergraduate Education. Oxford University Press, pp. 179–82.Google Scholar
Holsgrove, G (1997b) Principles of assessment. In Whitehouse, C, Roland, M, Campion (eds., P), Teaching Medicine in the Community: A Guide for Undergraduate Education. Oxford University Press, pp. 183–5.Google Scholar
Holsgrove, G (1997c) Assessing knowledge. In Whitehouse, C, Roland, M, Campion (eds., P), Teaching Medicine in the Community: A Guide for Undergraduate Education. Oxford University Press, pp. 186–94.Google Scholar
Holsgrove, G (1997d) Assessing clinical skills. In Whitehouse, C, Roland, M, Campion (eds., P),Teaching Medicine in the Community: A Guide for Undergraduate Education. Oxford University Press, pp. 195–7.Google Scholar
Messick, S (1995) Standards of validity and the validity of standards in performance assessment. Educational Measure: Issues Practice, 14: 5–8.Google Scholar
Newble, DI, Jaeger, K (1983) The effect of assessments and examinations on the learning of medical students. Medical Education, 17: 165–71.Google Scholar
PMETB (2006) Quality Assurance, Quality Management and Assessment System Guidance (Revised). Postgraduate Medical Education and Training Board. Available at: www.pmetb.org.uk/fileadmin/user/QA/Assessment/QAQMASG_New.pdf.Google Scholar
PMETB (2008) Standards for Curricula and Assessment Systems. Postgraduate Medical Education and Training Board.Google Scholar
Southgate, L, Grant, J (2004) Principles for an Assessment System for Postgraduate Medical Training. Postgraduate Medical Education and Training Board.Google Scholar
Streiner, DL, Norman, GR (2003) Health Measurement Scales, 3rd edn. Oxford University Press.Google Scholar
van der Vleuten, CP (1996) The assessment of professional competence: developments, research and practical implications. Advances. Health Sciences Education, 1: 41–67.CrossRefGoogle Scholar
van der Vleuten, CP, Schuwirth, LW (2005) Assessing professional competence: from methods to programmes. Medical Education, 39: 309–17.Google Scholar
van der Vleuten, CP, Schuwirth, LW (2006) How to Design a Useful Test: The Principles of Assessment. Understanding Medical Education. Association for the Study of Medical Education.Google Scholar
Wass, V, van der Vleuten, CP, Shatzer, J, et al. (2001) Assessment of clinical competence. Lancet, 357: 945–9.Google Scholar

References

Academy of Medical Educators (2014) Professional Standards, 3rd ed. Academy of Medical Educators.Google Scholar
Cottrell, D (1999) Supervision. Advances in Psychiatric Treatment, 5: 83–8.Google Scholar
GMC(2015) Promoting Excellence: Standards for Medical Education and Training. General Medical Council.Google Scholar
Health Education England (2019) Enhancing Supervision for Postgraduate Doctors in Training. Health Education England. Available at: www.hee.nhs.uk/sites/default/files/documents/SupervisionReport_%20FINAL1.pdf.Google Scholar
Kilminster, S, Cottrell, D (2013) Educational supervision. In Walsh, K (ed.). Oxford Textbook of Medical Education. Oxford University Press, ch. 22.Google Scholar
Kilminster, S, Cottrell, D, Grant, J, Jolly, B (2007) AMEE Guide No. 27: effective educational and clinical supervision. Medical Teacher, 29: 2–19.CrossRefGoogle ScholarPubMed

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×