Education Question or Problem
WHAT AFFECTS A TRAINEE’S ABILITY TO GENERATE SELF-DIRECTED LEARNING GOALS
Emergency medicine residents’ self-assessments play a critical role when receiving feedback.
Bounds R1, Bush C, Aghera A, Rodriguez N, Stansfield RB, Santen SA; MERC at CORD Feedback Study Group.
Academic Emergency Medicine, Vol 20, No 10, October 2013
This was a multi-centre, cross-sectional educational study.
|Four emergency medicine (EM) programs participated via the Medical Education Research Certificate (MERC) program in the United States of America.|
Level of Learning
Post-graduate year (PGY) 2 to 5 (large majority of R2s and R3s).
Synopsis of Study
To determine the effect that resident self-assessment and faculty feedback have on generation of learning goals as well as their execution, 72 EM residents underwent a standardized oral board examination scenario. Following this, the residents, blinded to the list of critical actions or the feedback checklist, completed a self-assessment form.
Examiners used a standardized checklist to deliver positive and negative feedback. After the feedback the residents were asked to generate “SMART” learning goals (specific, measurable, attainable, realistic, and time-bound). Within four weeks, residents described what they had done to achieve these goals. Forty-seven percent of the generated learning goals were based on residents’ self-assessment alone, versus 27% generated by faculty feedback alone. Poorly performing residents were more likely to incorporate feedback into learning goal generation than high performers. At four weeks, recalled learning goals from self-assessment and faculty feedback were similar. However, 40% of the goals attained were notably from those where self-assessment and feedback were congruent. This study suggests that for feedback to have the most impact on eventual learner behaviour, faculty must incorporate the learner’s self-assessment into it.
Why is it relevant to Emergency Medicine Education?
More About the CAEP GEMeS
This post was originally authored for the Canadian Association of Emergency Physicians (CAEP) Great Evidence in Medical Education Summaries (GEMeS) project sponsored by the CAEP Academic Section’s Education Working Group and edited by Drs. Teresa Chan and Julien Poitras. CAEP members receive GEMeS each month in the CAEP Communiqué. CanadiEM will be reposting some of these summaries, along with a case/contextualizing concept to highlight some recent medical education literature that is relevant to our nation’s teachers.[bg_faq_end]