Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.737711
Title: Feedback interactions and workplace based assessment in the surgical workplace
Author: Gaunt, Anne
ISNI:       0000 0004 7223 9707
Awarding Body: University of Warwick
Current Institution: University of Warwick
Date of Award: 2017
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Abstract:
Introduction Feedback is important for change in clinical practice. In the postgraduate clinical workplace opportunities for feedback are sporadic and non-standardised. Workplace Based Assessments were designed to offer trainees and trainers the opportunities to engage in feedback. WBA have a role as an assessment of learning and in practice settings the educational benefits of WBA remain elusive. Research question; How do WBA impact on feedback interactions, between surgical trainers and trainees, in the postgraduate workplace? Methods This mixed methods study adopted an explanatory sequential approach to data collection and analysis. Quantitative, questionnaire data, guided qualitative, focus group, data collection and analysis. Results Trainees perceive WBA represent an assessment of learning compared to trainers. Trainers perceive they provide feedback to trainees more than trainees perceive receiving it. Trainees actively engage in seeking feedback via WBA and this relates to perceptions of the value of feedback, having a learning goal orientation and effective supervision. Trainees’ perception of WBA as an assessment of learning leads them to “play the game” and seek positive feedback and avoid negative feedback in the context of WBA. Outside of WBA trainees seek negative feedback which they use to change practice. Trainers described that the culture of WBA, the purpose of WBA as an assessment for learning and of learning, how WBA are used (properly v playing the game) and the trainer – trainee relationship are all interwoven. Activity Theory can illuminate the complex clinical dynamic in which feedback interactions take place. Discussion Feedback interactions in the context of WBA in the postgraduate workplace are highly complex. Trainees and trainers play an active role in these interactions and can choose to engage in meaningful feedback exchanges using WBA. Trainees concerns about the assessment for learning role of WBA adversely affects how WBA are used by trainees and subsequently trainers.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.737711  DOI: Not available
Keywords: RD Surgery
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