How are formative assessment methods used in the clinical setting? A qualitative study

Autor: Pernille Andreassen, Bente Malling
Rok vydání: 2019
Předmět:
Male
PERCEPTIONS
020205 medical informatics
WORKPLACE-BASED ASSESSMENT
Attitude of Health Personnel
education
Context (language use)
Resistance (psychoanalysis)
02 engineering and technology
Formative assessment
Nonprobability sampling
Interviews as Topic
03 medical and health sciences
0302 clinical medicine
Phone
Health care
MEDICAL-EDUCATION
0202 electrical engineering
electronic engineering
information engineering
Medical Staff
Hospital
Humans
030212 general & internal medicine
Workplace
focused ethnography
everyday resistance
Anthropology
Cultural
Qualitative Research
Original Research
Medical education
junior doctors
business.industry
Formative assessment methods
Formative Assessment Methods
General Medicine
Content analysis
postgraduate medical education
SKILLS
Female
Clinical Competence
business
Psychology
Qualitative research
Zdroj: International Journal of Medical Education
Andreassen, P & Malling, B V G 2019, ' How are formative assessment methods used in the clinical setting? A qualitative study ', International Journal of Medical Education, vol. 10, pp. 208-215 . https://doi.org/10.5116/ijme.5db3.62e3
ISSN: 2042-6372
DOI: 10.5116/ijme.5db3.62e3
Popis: Objectives: To explore how formative assessment methods are used and perceived by second-year junior doctors in different clinical settings.Methods: A focused ethnography study was carried out. Ten second-year junior doctors from different specialties were selected using purposive sampling. The junior doctors were observed during a day in their clinical workplace where formative assessment was in focus. They were subsequently phone interviewed using a semi-structured interview guide regarding their experiences and attitudes towards formative assessment. Field notes from observations and interview transcriptions were analyzed using an inductive content analysis approach, and the concept of “everyday resistance” was used as a theoretical lens.Results: Three themes were identified: First, there were several barriers to the use of formative assessment methods in the clinical context, including subtle tactics of everyday resistance such as avoidance, deprioritizing, and contesting formative assessment methods. Secondly, junior doctors made careful selections when arranging a formative assessment. Finally, junior doctors had ambiguous attitudes towards the use of mandatory formative assessment methods and mixed experiences with their educational impact.Conclusions: This study emphasizes that the use of formative assessment methods in the clinical setting is not a neutral and context-independent exercise, but rather is affected by a myriad of factors such as collegial relations, educational traditions, emotional issues, and subtle forms of resistance. An important implication for the health care sector will be to address these issues for formative assessment methods to be properly implemented in the clinic.
Databáze: OpenAIRE
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