Have a personal or library account? Click to login
Am I ready for it? Students’ perceptions of meaningful feedback on entrustable professional activities Cover

Am I ready for it? Students’ perceptions of meaningful feedback on entrustable professional activities

Open Access
|Jun 2017

References

  1. Cantillon P Sargeant J Giving feedback in clinical settings BMJ 2008 337 a1961 10.1136/bmj.a1961
  2. Bok HG Teunissen PW Favier RP Programmatic assessment of competency-based workplace learning: when theory meets practice BMC Med Educ 2013 13 1 10.1186/1472-6920-13-123
  3. Van der Schaaf M Baartman L Prins F Oosterbaan A Schaap H Feedback dialogues that stimulate students’ reflective thinking Scand J Educ Res 2013 57 227 245 10.1080/00313831.2011.628693
  4. Mulder H Cate OT Daalder R Berkvens J Building a competency-based workplace curriculum around entrustable professional activities: the case of physician assistant training Med Teach 2010 32 e453 e459 10.3109/0142159X.2010.513719
  5. Watling C Driessen E Vleuten CP Vanstone M Lingard L Beyond individualism: professional culture and its influence on feedback Med Educ 2013 47 585 594 10.1111/medu.12150
  6. ten Cate O Entrustability of professional activities and competency-bases training Med Educ 2005 39 1176 1177 10.1111/j.1365-2929.2005.02341.x
  7. ten Cate O Chen HC Hoff RG Peters H Bok H van der Schaaf M Curriculum development for the workplace using entrustable professional activities (EPAs): AMEE guide no. 99 Med Teach 2015 37 11 983 1002 10.3109/0142159X.2015.1060308
  8. Boyce P Spratt C Davies M McEvoy P Using entrustable professional activities to guide curriculum development in psychiatry training BMC Med Educ 2011 11 96 10.1186/1472-6920-11-96
  9. Caverzagie KJ Cooney TG Hemmer PA Berkowitz L The development of entrustable professional activities for internal medicine residency training: a report from the Education Redesign Committee of the Alliance for Academic Internal Medicine Acad Med 2015 90 479 484 10.1097/ACM.0000000000000564
  10. Chen HC McNamara M Teherani A Cate OT O’Sullivan P Developing entrustable professional activities for entry into clerkship Acad Med 2016 91 247 255 10.1097/ACM.0000000000000988
  11. Wisman-Zwarter N van der Schaaf M Ten Cate O Jonker G van Klei WA Hoff RG Transforming the learning outcomes of anaesthesiology training into entrustable professional activities: a Delphi study Eur J Anaesthesiol 2016 33 559 567 10.1097/EJA.0000000000000474
  12. ten Cate O Scheele F Competency-based postgraduate training: Can we bridge the gap between theory and clinical practice? Acad Med 2007 82 542 547 10.1097/ACM.0b013e31805559c7
  13. Holmboe ES Sherbino J Long DM Swing SR Frank JR The role of assessment in competency-based medical education Med Teach 2010 32 676 682 10.3109/0142159X.2010.500704
  14. Swing SR Perspectives on competency-based medical education from the learning sciences Med Teach 2010 32 663 668 10.3109/0142159X.2010.500705
  15. Billett S Workplace participatory practices: conceptualising workplaces as learning environments J Workplace Learn 2004 16 312 324 10.1108/13665620410550295
  16. Bok HG Teunissen PW Spruijt A Clarifying students’ feedback-seeking behaviour in clinical clerkships Med Educ 2013 47 282 291 10.1111/medu.12054
  17. Bok HG Jaarsma DA Spruijt A Feedback-giving behaviour in performance evaluations during clinical clerkships Med Teach 2016 38 88 95 10.3109/0142159X.2015.1017448
  18. Kluger AN DeNisi A The effects of feedback interventions on performance: a historical review, a meta-analysis, and a preliminary feedback intervention theory Psychol Bull 1996 119 254 10.1037/0033-2909.119.2.254
  19. Carless D Differing perceptions in the feedback process Stud High Educ 2006 31 219 233 10.1080/03075070600572132
  20. Bok HG Teunissen PW Patients and learners: time for a re-evaluation of our goals in bringing them together Med Educ 2013 47 232 241 10.1111/medu.12075
  21. van der Vleuten CPM Schuwirth LWT Assessing professional competence: from methods to programmes Med Educ 2005 39 309 317 10.1111/j.1365-2929.2005.02094.x
  22. Dijksterhuis MG Voorhuis M Teunissen PW Assessment of competence and progressive independence in postgraduate clinical training Med Educ 2009 43 1156 1165 10.1111/j.1365-2923.2009.03509.x
  23. Crommelinck M Anseel F Understanding and encouraging feedback-seeking behaviour: a literature review Med Educ 2013 47 232 241 10.1111/medu.12075
  24. Teunissen PW Stapel DA van der Vleuten C Scherpbier A Boor K Scheele F Who wants feedback? An investigation of the variables influencing residents’ feedback-seeking behavior in relation to night shifts Acad Med 2009 84 910 917 10.1097/ACM.0b013e3181a858ad
  25. Ashford SJ Blatt R Walle DV Reflections on the looking glass: a review of research on feedback-seeking behavior in organizations J Manage 2003 29 773 799
  26. El-Haddad C Damodaran A McNeil HP Hu W The ABCs of EPAs – an overview of ‘Entrustable Professional Activities’ in medical education Intern Med J 2015 10 1111
  27. O’Neil MJ Jackson L Nominal group technique: a process for initiating curriculum development in higher education Stud High Educ 1983 8 129 138 10.1080/03075078312331378994
  28. Rabiee F Focus-group interview and data analysis Proc Nutr Soc 2004 63 655 660 10.1079/PNS2004399
  29. Teddlie C Yu F Mixed methods sampling: a typology with examples J Mix Methods Res 2007 1 77 100
  30. Ende J Feedback in clinical medical education JAMA 1983 250 777 781 10.1001/jama.1983.03340060055026
  31. Miller A Archer J Impact of workplace based assessment on doctors’ education and performance: a systematic review BMJ 2010 341 c5064 10.1136/bmj.c5064
  32. Saedon H Salleh S Balakrishnan A Imray CH Saedon M The role of feedback in improving the effectiveness of workplace based assessments: a systematic review BMC Med Educ 2012 12 1 10.1186/1472-6920-12-25
  33. Van de Ridder JMM. Feedback in clinical education (Doctoral Thesis), Chapter 4: Measuring trainee Perception of the Value of Feedback in Clinical Settings. 2015.
  34. Van der Zwet J Hanssen V Zwietering P Workplace learning in general practice: supervision, patient mix and independence emerge from the black box once again Med Teach 2010 32 e294 e299 10.3109/0142159X.2010.489128
  35. Kilminster S Cottrell D Grant J Jolly B AMEE guide no. 27: effective educational and clinical supervision Med Teach 2007 29 2 19 10.1080/01421590701210907
  36. Sender Liberman A Liberman M Steinert Y McLeod P Meterissian S Surgery residents and attending surgeons have different perceptions of feedback Med Teach 2005 27 470 472 10.1080/0142590500129183
  37. Van der Zwet J Dornan T Teunissen P de Jonge L Scherpbier A Making sense of how physician preceptors interact with medical students: discourses of dialogue, good medical practice, and relationship trajectories Adv Health Sci Educ 2014 19 85 98 10.1007/s10459-013-9465-5
  38. Harrison CJ Könings KD Dannefer EF Schuwirth LW Wass V van der Vleuten CPM Factors influencing students’ receptivity to formative feedback emerging from different assessment cultures Perspect Med Educ 2016 5 276 284 10.1007/s40037-016-0297-x
  39. Kogan JR Holmboe ES Hauer KE Tools for direct observation and assessment of clinical skills of medical trainees: a systematic review JAMA 2009 302 1316 1326 10.1001/jama.2009.1365
  40. Veloski J Boex JR Grasberger MJ Evans A Wolfson DB Systematic review of the literature on assessment, feedback and physicians’ clinical performance: BEME guide no. 7 Med Teach 2006 28 117 128 10.1080/01421590600622665
  41. Hirsh DA Holmboe ES ten Cate O Time to trust: longitudinal integrated clerkships and entrustable professional activities Acad Med 2014 89 201 204 10.1097/ACM.0000000000000111
  42. Hauer KE O’Brien BC Hansen LA More is better: students describe successful and unsuccessful experiences with teachers differently in brief and longitudinal relationships Acad Med 2012 87 1389 1396 10.1097/ACM.0b013e31826743c3
  43. Frank JR Snell LS Cate OT Competency-based medical education: theory to practice Med Teach 2010 32 638 645 10.3109/0142159X.2010.501190
  44. Lefroy J Watling C Teunissen PW Brand P Guidelines: the do’s, don’ts and don’t knows of feedback for clinical education Perspect Med Educ 2015 4 284 299 10.1007/s40037-015-0231-7
Language: English
Submitted on: Oct 19, 2016
|
Accepted on: May 22, 2017
|
Published on: Jun 2, 2017
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year

© 2017 Chantal C. M. A. Duijn, Lisanne S. Welink, Mira Mandoki, Wim D. J. Kremer, Olle T. J. ten Cate, Harold G. J. Bok, published by Bohn Stafleu van Loghum
This work is licensed under the Creative Commons Attribution 4.0 License.