Carleton University has a neat resource for TA’s that is useful for all wanna-be educators.
Here are tips for Clinicians regarding assessment of your trainees:
360 Evaluation [aka multi-source feedback]
- Increasingly being used for formative and summative feedback to trainees
- Lets you know the things that everyone else thinks and says about your learners, but rarely tell you – very valuable in assessing competencies such as “professional” and “communicator” and “collaborator”
- Stressful and a bit awkward/artificial, but the richness of the assessment (formative) is incredible.
- We rarely watch each other taking a history, talking to a consultant or interacting with allied health.
- The number of small conflicts that arise, and the number of situations with distractions can really create an opportunity for an observer to give feedback on non-medical expert CanMEDS roles, that are not easily assessed in traditional formats.
- Needs to be done by someone who is NOT the shift preceptor.[i.e. faculty “drops in on learner’s shift for a few hours”]
- Controversial in terms of valid assessments of knowledge acquisition. But right now it’s the best we have. This article argues for more longitudinal assessment – and I would have to agree link.
- Takes a lot of work from faculty to create exams – but it’s good CME.
- The final exam itself is not a great tool, but the preparation for it is a great motivator. [If people can not handle the stress of the exam prep, then perhaps they are not able to handle the stressors of being an ER physician].
The Learning Pyramid:
No-one can find the original research that this is based on – so some people question the validity. Nevertheless what the diagram shows [and I have to agree] is that we spend a lot of time and effort on passive activities that may not result in knowledge acquisition. The more experiential the learning the better – it also means that we should be spending more time observing learners doing and teaching and base our assessments on that.