Amphia Ziekenhuis, Langendijk 75, 4057 EV Breda, The Netherlands.
Med Teach. 2013 Aug;35(8):e1396-402. doi: 10.3109/0142159X.2012.756576. Epub 2013 Apr 22.
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.
We aimed to explore trainees' and supervisors' perceptions of what factors determine active engagement in formative assessment.
Focus group study with postgraduate trainees and supervisors in obstetrics and gynaecology.
Three higher order themes emerged: individual perspectives on feedback, supportiveness of the learning environment and the credibility of feedback and/or feedback giver.
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.
最近的研究生医学培训课程改革通常包括向更多形成性评估或学习评估的转变。然而，尽管从理论上非常适合研究生培训，但有证据表明，在日常临床实践中进行形成性评估很复杂。
我们旨在探讨学员和导师对哪些因素决定积极参与形成性评估的看法。
对妇产科的研究生学员和导师进行焦点小组研究。
出现了三个更高层次的主题：对反馈的个人看法、学习环境的支持性以及反馈和/或反馈者的可信度。
积极参与对学习有真正影响的形成性评估对于学员和导师来说都是复杂且具有挑战性的。对反馈的个人看法、支持性的学习环境和反馈的可信度在这个过程中都很重要。在评估形成性评估在研究生医学培训中的效用时，都应该考虑到这些因素。
