Table 1
Implications for faculty development initiatives of distinguishing feedback from assessment
|
Principle |
Use in faculty development |
|---|---|
|
Clearly distinguish between assessment for learning (feedback) and assessment of learning (high-stakes test) |
Use a metaphor, like the difference between driving lessons and the driving test, to enable faculty to appreciate the difference between the two |
|
Feedback focused on improvement as the guiding principle of clinical supervision |
Build on the driving lesson metaphor: each encounter between learner and supervisor can be viewed (and framed) as a driving lesson, with the supervisor in the role of the driving instructor (not examiner) |
|
Identification of underperformance (i.e. insufficient competence) requires input from multiple sources and, hence, a group judgement |
Discuss how the group of supervisors can design methods to collect and collate data from multiple supervisors and encounters to form a clear picture of the learner’s (growth in) competence |
|
Importance of department feedback culture on feedback delivery routines and learners’ receptivity to feedback |
Support the supervisors of a clinical teaching department to develop a department feedback culture aimed at promoting growth and development |
|
Teach feedback delivery techniques that support the principles of effective coaching to all supervisors |
Emphasise that effective feedback is a conversation built on trust and mutual engagement, not a one-way delivery of information |
|
Use forms and portfolios that support the distinction between feedback and assessment |
Avoid forms which contain both narrative feedback elements and overall assessments of competence or grades |
|
Clear objectives and expectations regarding the principles of feedback |
Teach programme directors to discuss the distinction between feedback and assessment with the supervisors and the learners in the department. Ensure that all supervisors understand this principle and encourage them to act accordingly |