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Lookup NU author(s): Professor Clare GuildingORCiD,
Dr David Kennedy
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Background: When appraisals are performed effectively they are highly valued by students. They provide opportunities for feedback on student progress and for reflection and planning for change by the individual. However, Newcastle Medical School’s appraisal format was not well received, so we set out to evaluate and redesign it. Summary of Work: We conducted an extensive questionnaire survey of all medical students and involved staff. Students were asked what they felt the appraisal should be used for and to rank the importance of various options. Summary of Results: The key points to come from the study were: 1) Students both welcome, and expect, the opportunity for one-on-one formative discussion with a senior staff member; 2) The appraisal discussion should be a two-way discussion focussing on the academic progress of the student. This should involve a reflection by the student on their academic progress so far, feedback from the academic staff on aspects of their performance so far, and agreement of academic goals to take forward. Based on this data we designed a new, reflective appraisal format to reflect the needs of the students. We lengthened the time of the appraisal to 30mins, and provided training to both staff and students. We are currently piloting this format for Phase 1 students and will present the evaluation data. Discussion and Conclusions: The new appraisal format aims to provide feedback in a supportive environment and assist in the development of the abilities of each individual student. Take-home messages: Students value a one-on-one appraisal with an academic member of staff, but to be beneficial this must be conducted effectively.
Author(s): Guilding C, Kennedy D, Price R
Publication type: Conference Proceedings (inc. Abstract)
Publication status: Published
Conference Name: Association for Medical Education (AMEE) international conference
Year of Conference: 2014
Publisher: International Association for Medical Education