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Using deliberate practice framework to assess the quality of feedback in undergraduate clinical skills training

机译：使用故意的实践框架评估本科临床技能培训的反馈质量

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In this research paper we report on the quality of feedback provided in the logbooks of pre-clinical undergraduate students based on a model of ‘actionable feedback’. Feedback to clinical learners about their performance is crucial to their learning, which ultimately impacts on their development into competent clinicians. Due to students’ concerns regarding the inconsistency and quality of feedback provided by clinicians, a structured feedback improvement strategy to move feedback forward was added to the clinical skills logbook. The instrument was also extended for peer assessment. This study aims to assess the quality of feedback using the deliberate practice framework. A feedback scoring system was used to retrospectively assess the quality of tutor and peer logbook feedback provided to second and third year medical students to identify deliberate practice components i.e. task, performance gap and action plan. The sample consisted of 425?second?year and 600 third year feedback responses over a year. All three deliberate practice components were observed in the majority of the written feedback for both classes. The frequency was higher in peer (83%, 89%) than tutor logbook assessments (51%, 67%) in both classes respectively. Average tutor and peer task, gap and action feedback scores ranged from 1.84–2.07 and 1.93–2.21 respectively. The overall quality of feedback provided by the tutor and peer was moderate and less specific (average score??or?=?2). The absence of the three components was noted in only 1% of the feedback responses in both 2nd and 3rd year. This study found that adding in a feed-forward strategy to the logbooks increased the overall quality of tutor and peer feedback as the task, gap and action plans were described. Deliberate practice framework provides an objective assessment of tutor and peer feedback quality and can be used for faculty development and training. The findings from our study suggest that the ratings from the tool can also be used as guidelines to provide feedback providers with feedback on the quality of feedback they provided. This includes specifically describing a task, performance gap and providing a learning plan as feed-forward to enhance feedback given.
机译：在本研究报告中，我们基于“可行反馈”模型报告了临床前大学生日志中提供的反馈质量。向临床学习者反馈有关其表现的信息对于他们的学习至关重要，这最终会影响他们发展为称职的临床医生。由于学生担心临床医生所提供反馈的不一致和质量，因此将结构反馈改进策略向前推进，已添加到临床技能日志中。该工具也扩展到了同行评估。这项研究旨在使用精心设计的实践框架来评估反馈的质量。反馈评分系统用于回顾性评估提供给二年级和三年级医学生的导师和同伴日志反馈的质量，以识别故意的练习成分，即任务，绩效差距和行动计划。该样本包括一年中的425个第二年和600个第三年的反馈响应。在这两个课程的大多数书面反馈中，都观察到了所有三个故意的练习内容。在两个班级中，同伴的频率（分别为83％，89％）高于家教日志评估（51％，67％）。导师和同伴的平均任务，差距和行动反馈得分分别为1.84–2.07和1.93–2.21。导师和同伴提供的总体反馈质量中等，不那么具体（平均分数≤或≤2）。在第二年和第三年中，只有1％的反馈响应中缺少这三个组成部分。这项研究发现，在描述任务，差距和行动计划时，在日志中添加前馈策略可以提高教师和同伴反馈的整体质量。精心的实践框架可客观评估教师和同伴的反馈质量，并可用于教师发展和培训。我们的研究结果表明，该工具的评级也可以用作指导方针，以为反馈提供者提供有关其提供的反馈质量的反馈。这包括具体描述任务，性能差距并提供学习计划作为前馈，以增强给定的反馈。

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