Norcini John, Burch Vanessa
Foundation for Advancement of International Medical Education and Research, Philadelphia 19104, USA.
Med Teach. 2007 Nov;29(9):855-71. doi: 10.1080/01421590701775453.
There has been concern that trainees are seldom observed, assessed, and given feedback during their workplace-based education. This has led to an increasing interest in a variety of formative assessment methods that require observation and offer the opportunity for feedback.
To review some of the literature on the efficacy and prevalence of formative feedback, describe the common formative assessment methods, characterize the nature of feedback, examine the effect of faculty development on its quality, and summarize the challenges still faced.
The research literature on formative assessment and feedback suggests that it is a powerful means for changing the behaviour of trainees. Several methods for assessing it have been developed and there is preliminary evidence of their reliability and validity. A variety of factors enhance the efficacy of workplace-based assessment including the provision of feedback that is consistent with the needs of the learner and focused on important aspects of the performance. Faculty plays a critical role and successful implementation requires that they receive training.
There is a need for formative assessment which offers trainees the opportunity for feedback. Several good methods exist and feedback has been shown to have a major influence on learning. The critical role of faculty is highlighted, as is the need for strategies to enhance their participation and training.
有人担心实习生在基于工作场所的教育过程中很少受到观察、评估并得到反馈。这使得人们对各种需要观察并提供反馈机会的形成性评估方法越来越感兴趣。
回顾一些关于形成性反馈的有效性和普遍性的文献，描述常见的形成性评估方法，阐述反馈的性质，研究教师发展对反馈质量的影响，并总结仍然面临的挑战。
关于形成性评估和反馈的研究文献表明，它是改变实习生行为的有力手段。已经开发了几种评估方法，并且有初步证据证明其可靠性和有效性。多种因素可提高基于工作场所评估的有效性，包括提供与学习者需求一致且关注表现重要方面的反馈。教师起着关键作用，成功实施需要他们接受培训。
需要进行形成性评估，为实习生提供反馈机会。存在几种不错的方法，并且反馈已被证明对学习有重大影响。强调了教师的关键作用，以及增强他们参与度和培训的策略的必要性。
