Workshop 1 Session B

Feedback in clinical settings

Aim of Workshop

To provide a contemporary overview of the evidence for, and best practice in, feedback in clinical settings 

Objectives:

Participants will

1. apply principles of actionable feedback to ensure a focus on assessment for learning 
2. evaluate different features of feedback reports for suitability in informing students on next steps in their learning
3. demonstrate key approaches to advance design of assessment for actionable feedback 

The facilitators have extensive experience in the development and implementation of assessment systems and feedback at undergraduate and postgraduate levels of medical education, as well as a range of different health professions. Most recently, they were the leaders of the Ottawa Consensus Group and Consensus Statement  on Performance Assessment, published in 2021.

References:

Boursicot, K., Kemp, S., Wilkinson, T., Findyartini, A., Canning, C., Cilliers, F., & Fuller, R. (2021, 2021/01/02). Performance assessment: Consensus statement and recommendations from the 2020 Ottawa Conference. Medical Teacher, 43(1), 58-6

DOI: (opens in a new window)10.1080/0142159X.2020.1830052

Facilitator bios

Professor Katharine Boursicot BSc, MBBS, MRCOG, MAHPE, NTF, SFHEA
Director, HPAC, Singapore

Katharine graduated from the University of London with an Honours BSc in Anatomy and MBBS from the Medical College of St Bartholomew's Hospital. She worked as a Consultant Obstetrician and Gynaecologist at St Thomas' and St Bartholomew's and Homerton Hospitals in London, with an Honorary Reader position at Barts and The London School of Medicine and Dentistry.

After studying at the Institute of Education in London, she became a full time medical educationalist, gaining experience and expertise in medical education and led the reform of assessment at the medical schools at Barts and the London, Cambridge University, St George's University of London, the Lee Kong Chian School of Medicine and Duke-NUS in Singapore.

She has published her research in the leading medical education journals, is an Associate Editor for the journals Advances in Health Sciences Education, BioMedCentral and is a regular reviewer for Medical Education, Medical Teacher, the BMJ, the Clinical Teacher, Higher Education Quarterly and Assessment and Evaluation in Higher Education. She is the Series Editor for the Oxford University Press companion volumes to their Handbooks of Medicine series (Oxford Assess and Progress series).

She currently chairs the Assessment Panel for the AMEE ASPIRE Awards, and led the Consensus Group on Performance Assessment for the Ottawa Conferences in 2010 and 2020. She has led the ESMEA (Essential Skills in Medical Education: Assessment) course for AMEE since 2008.

Katharine has advised on numerous national and international initiatives including several medical schools and Royal Medical Colleges in the UK, the Colleges of Medicine of South Africa, the Association of Veterinary Schools in the UK, the General Medical Council, the General Dental Council, the Osteopathic Regulator, the Lawyers Regulatory Council, the Australian Dental Council, and has held visiting Professorships at the Karolinska Institute, Stockholm, the University of Hong Kong, Universitas Indonesia, Cyberjaya University, Malaysia and the University of Amman, Jordan.

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Professor Sandra Kemp is Deputy Dean, Innovation and Scholarship, Medical Education at the Graduate School of Medicine, University of Wollongong, Australia. She is an education scientist and earned her PhD in Educational Studies at the University of Sheffield, United Kingdom. She is Professor of Medical Education and has expertise in curricula design, assessment, pedagogies, learning, programme evaluation, and educational technologies, specialising in medical and health professions education. Prior to joining University of Wollongong, Professor Kemp played a key role as Director of Learning and Teaching in the successful establishment of the new medical programme at Curtin Medical School, Perth, which graduated its first cohort of doctors in 2021. Professor Kemp has frequently served as an advisor internationally, with substantive experience in establishing new medical education programmes and leading transformation in curricula and assessment. She has worked extensively with medical programme educators globally in the United Kingdom, Ireland, Sweden, Singapore, Indonesia, and Australia to implement quality assessment and curriculum practices.