RT Journal Article
SR Electronic
T1 Lessons learnt from a pilot of assessment for learning
JF Clinical Medicine
JO Clin Med
FD Royal College of Physicians
SP 577
OP 584
DO 10.7861/clinmedicine.14-6-577
VO 14
IS 6
A1 Siu Pan Cho
A1 David Parry
A1 Winnie Wade
YR 2014
UL http://www.rcpjournals.org/content/14/6/577.abstract
AB A 12-month pilot was carried out on assessments for learning and assessments of learning as part of workplace-based assessments in postgraduate medical education. This was carried out in three regions and core medical trainees and higher specialty medical trainees participated. Focus groups and questionnaires were utilised to investigate the trainees’ and trainers’ experiences and perceptions of assessments for learning. The study demonstrated that the trainees and trainers perceived the newly introduced assessments for learning – supervised learning events (SLEs) – as learning tools. However, SLEs were often undertaken with no previous organisation and with no direct observation, regardless of the underlying purposes and methods of the WPBAs. There was a lack of, or delayed or non-specific, feedback following SLEs, which would have impeded its educational value. Trainee and trainer disengagement was one of the contributing factors. These findings are valuable in informing and facilitating future successful implementation of assessments for learning.