School of Education & Faculty of Medicine, The University of Queensland, Saint Lucia, Australia.
School of Education, The University of Queensland, Saint Lucia, Australia.
Med Teach. 2022 Aug;44(8):914-921. doi: 10.1080/0142159X.2022.2049734. Epub 2022 Mar 26.
Examiners' professional judgements of student performance are pivotal to making high-stakes decisions to ensure graduating medical students are competent to practise. Clinicians play a key role in assessment in medical education. They are qualified in their clinical area but may require support to further develop their understanding of assessment practices. However, there are limited studies on providing examiners with structured feedback on their assessment practices for professional development purposes.
This study adopts an interpretive paradigm to develop an understanding of clinical examiners' interpretations of receiving structured feedback and its impacts on enhancing their assessment literacy and practice. Data were collected from 29 interviews with clinical examiners who assessed the final-year medical objective structured clinical examinations (OSCEs) at one university.
Inductive thematic analysis of these data revealed that the examiners considered the feedback to be useful with practical functions in facilitating communication, comparisons and self-reflection. However, the examiners' level of confidence in the appropriateness of their assessment practices and difficulties in interpreting feedback could be barriers to adopting better practices.
Feedback for examiners needs to be practical, targeted, and relevant to support them making accountable and defensible judgements of student performance.
评估者对学生表现的专业判断对于做出关乎重大利益的决策至关重要，以确保即将毕业的医学生有能力行医。临床医生在医学教育评估中发挥着关键作用。他们在自己的临床领域具备资质，但可能需要支持来进一步提高对评估实践的理解。然而，对于为专业发展目的向评估者提供关于其评估实践的结构化反馈，研究有限。
本研究采用解释性范式来深入了解临床评估者对接受结构化反馈的解释及其对提高其评估素养和实践的影响。数据来自对 29 名临床评估者的访谈，这些评估者在一所大学评估了最后一年的医学客观结构化临床考试（OSCE）。
对这些数据的归纳主题分析表明，评估者认为反馈有用，具有促进沟通、比较和自我反思的实际功能。然而，评估者对自己评估实践的适当性的信心水平以及对反馈的解释难度可能成为采用更好实践的障碍。
反馈给评估者需要具有实用性、针对性和相关性，以支持他们对学生表现做出负责任和可辩护的判断。
