Background: Little information exists regarding the nature and quality of feedback in case based discussions (CBDs). Summary of Work: Paediatric trainees at ST1 and ST2 level within a deanery completed a semi-structured online questionnaire (n=27) and taped interviews (n=9) exploring the educational value of CBDs and associated feedback. Data from the questionnaire informed interview design and interviews were performed until saturation was achieved . Summary of Results: Qualitative data were analysed using a thematic frame-work analysis. Trainee's viewed CBDs as educationally valuable, aiding reflective learning, improving decision making skills, and effecting a change in practice. Opinions varied greatly regarding how useful they found the feedback and several contributing factors were identified. Feedback was perceived as more educationally valuable from assessors who had positive attitude towards CBDs, understood the process and had experience in leading them. Time constraints and assessments performed in less suitable environments had a negative impact on feedback. Conclusions: CBD assessments present an opportunity for good quality learning and feedback, which is valued by trainees, providing there is a commitment to the educational aspects of the process by both supervisor and trainee. Take-home messages: Supervisors should be aware of the key elements that facilitate constructive feedback in CBDs and may benefit from specific training in this area.
|Publication status||Published - 2010|
|Event||Association for Medical Education in Europe (AMEE) Conference - Scottish Exhibition and Conference Centre, Glasgow, United Kingdom|
Duration: 4 Sep 2010 → 8 Sep 2010
|Conference||Association for Medical Education in Europe (AMEE) Conference|
|Period||4/09/10 → 8/09/10|
Mehta, F., Brown, J., & Shaw, N. J. (2010). Trainees' perceptions of the educational value of feedback given in case based discussion assessments. Paper presented at Association for Medical Education in Europe (AMEE) Conference, Glasgow, United Kingdom.