Abstract:
CONTEXT:Grades are commonly used in formative workplace-based assessment (WBA) in medical education and training, but may draw attention away from feedback about the task. A dilemma arises because the self-regulatory focus of a trainee must include self-awareness relative to agreed standards, which implies grading. OBJECTIVES:In this study we aimed to understand the meaning which medical students construct from WBA feedback with and without grades, and what influences this. METHODS:Year 3 students were invited to take part in a randomised crossover study in which each student served as his or her own control. Each student undertook one WBA with and one without grades, and then chose whether or not to be given grades in a third WBA. These preferences were explored in semi-structured interviews. A realist approach to analysis was used to gain understanding of student preferences and the impact of feedback with and without grades. RESULTS:Of 83 students who were given feedback with and without grades, 65 (78%) then chose to have feedback with grades and 18 (22%) without grades in their third WBA. A total of 24 students were interviewed. Students described how grades locate their performance and calibrate their self-assessment. For some, low grades focused attention and effort. Satisfactory and high grades enhanced self-efficacy. CONCLUSIONS:Grades are concrete, powerful and blunt, can be harmful and need to be explained to help students create helpful meaning from them. Low grades risk reducing self-efficacy in some and may encourage others to focus on proving their ability rather than on improvement. A metaphor of the semi-permeable membrane is introduced to elucidate how students reduced potential negative effects and enhanced the positive effects of feedback with grades by selective filtering and pumping. This study illuminates the complexity of the processing of feedback by its recipients, and informs the use of grading in the provision of more effective, tailored feedback.
journal_name
Med Educjournal_title
Medical educationauthors
Lefroy J,Hawarden A,Gay SP,McKinley RK,Cleland Jdoi
10.1111/medu.12659subject
Has Abstractpub_date
2015-03-01 00:00:00pages
307-20issue
3eissn
0308-0110issn
1365-2923journal_volume
49pub_type
杂志文章,随机对照试验abstract:CONTEXT:Accreditation of medical education programmes is becoming increasingly prevalent worldwide, but beyond the face validity of these quality assurance methods, data linking accreditation to improved student outcomes are limited. Mexico and the Philippines both have voluntary systems of medical education accreditat...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.2011.04212.x
更新日期:2012-06-01 00:00:00
abstract:BACKGROUND:Although several studies (Anat Sci Educ, 8 [6], 525, 2015) have shown that computer-based anatomy programs (three-dimensional visualisation technology [3DVT]) are inferior to ordinary physical models (PMs), the mechanism is not clear. In this study, we explored three mechanisms: haptic feedback, transfer-app...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/medu.13683
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abstract::The present study was undertaken to evaluate the competence of rotating residents in handling clinical problems, falling under the purview of the major clinical disciplines, which they come across during their routine work. Three hundred and one rotating residents (55% of the total) who graduated in June 1981 from the...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1983.tb01124.x
更新日期:1983-11-01 00:00:00
abstract:INTRODUCTION:A mythical Pyramid of Learning, usually attributed to Edgar Dale (or the National Training Laboratories [NTL]) and giving student learning retention rates, has been cited in a wide range of educational literature. A 2013 literature review indicated that medical education literature similarly cites this Pyr...
journal_title:Medical education
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journal_title:Medical education
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abstract::Continuing education should be convenient, relevant, individualized, systematic and include means of assessment. Educational technology provides the link between teaching and learning; it should accommodate the essential interactions between learner, instructor, environment and material. Media in open learning systems...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1985.tb01328.x
更新日期:1985-07-01 00:00:00
abstract::The diagnostic thinking process is often described as one of hypothesis generation and testing. Yet descriptions of the clinical problem solver's thinking prior to generation of the first diagnostic hypothesis are lacking. This paper reports a study of this phase in students, house officers and registrars. Theories of...
journal_title:Medical education
pub_type: 杂志文章
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更新日期:1982-01-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章,随机对照试验
doi:10.1111/medu.12623
更新日期:2015-02-01 00:00:00
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journal_title:Medical education
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abstract:CONTEXT:Resources for medical education are becoming more constrained, whereas accountability in medical education is increasing. In this constrictive environment, medical schools need to consider and justify their selection procedures in terms of costs and benefits. To date, there have been no studies focusing on this...
journal_title:Medical education
pub_type: 杂志文章
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journal_title:Medical education
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1985.tb01344.x
更新日期:1985-09-01 00:00:00
abstract::The strengths of general practice in the UK as a training environment for overseas doctors intending to implement the World Health Organization strategy 'Health for All by the Year 2000' in primary care are identified. A course of advanced training for teachers and administrators of primary care is described and evalu...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1991.tb00027.x
更新日期:1991-01-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章,随机对照试验
doi:10.1111/medu.12422
更新日期:2014-07-01 00:00:00
abstract:CONTEXT:Small declines in patient-centred attitudes during medical education have caused great concern. Although some of the self-report scales applied have solid psychometric foundations, validity evidence for the interpretation of attitude erosion during clerkships remains weak. OBJECTIVES:We sought to address this ...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/medu.12102
更新日期:2013-05-01 00:00:00
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doi:10.1111/medu.13612
更新日期:2018-07-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.2009.03582.x
更新日期:2010-03-01 00:00:00
abstract:OBJECTIVES:To assess the impact of a written cognitive aid on expressed clinical reasoning and quantity and the accuracy of information transfer during resident doctor handover. METHODS:This study was a randomised controlled trial in an academic paediatric intensive care unit (PICU) of 20 handover events (10 events pe...
journal_title:Medical education
pub_type: 杂志文章,随机对照试验
doi:10.1111/medu.12212
更新日期:2013-08-01 00:00:00
abstract:OBJECTIVES:We placed anaesthesia teams into a stressful environment in order to explore interactions between members of different professional groups and to investigate their perspectives on the impact of these interactions on team performance. METHODS:Ten anaesthetists, 5 nurses and 5 trained anaesthetic assistants e...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.2007.02971.x
更新日期:2008-04-01 00:00:00
abstract::In a study of the development of professional attitudes in medical students, a modified version of the Medical Attitudes Inventory (Harris, 1974) was administered to 141 male and female first year medical students in Lagos, Nigeria. The results show that the students have well-defined attitudes on certain issues and a...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1978.tb01417.x
更新日期:1978-11-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1983.tb00962.x
更新日期:1983-09-01 00:00:00
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更新日期:2016-03-01 00:00:00
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doi:10.1111/j.1365-2923.1997.tb00038.x
更新日期:1997-01-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1981.tb02482.x
更新日期:1981-05-01 00:00:00
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journal_title:Medical education
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abstract::In 1979, the College of Medicine, Lagos, Nigeria embarked on a new curriculum, which places more emphasis on primary health care in line with the needs of the country. This paper discusses one aspect of the primary health care course, family planning, which involves teaching a practical subject to a large number of st...
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doi:10.1111/j.1365-2923.1986.tb01040.x
更新日期:1986-01-01 00:00:00
abstract::At the mid-term test in Part I Physiology at the University of Zagreb the students (n = 280) were graded by our standard pass level (SPL) arbitrarily set at 54% correct answers (SPL = 0.54). The test consisted of 50 items of the one best answer type. Items were selected from the pool by one examiner to conform, by his...
journal_title:Medical education
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doi:10.1111/j.1365-2923.1994.tb02552.x
更新日期:1994-09-01 00:00:00
abstract:CONTEXT:Ethnography has been gaining appreciation in the field of health professions education (HPE) research, yet it remains misunderstood. Our article contributes to this growing literature by describing some of the key tensions with which both aspiring and seasoned ethnographers should productively struggle. METHOD...
journal_title:Medical education
pub_type: 杂志文章
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更新日期:2020-03-01 00:00:00
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更新日期:2015-01-01 00:00:00
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更新日期:1999-12-01 00:00:00