College of Medicine:Feedback Guidelines: Difference between revisions
(Created page for COM faculty policy: Feedback Guidelines) |
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All clerkships are required to review each student’s performance and provide formative feedback using available data midway through the rotation. These are to occur in a face-to-face meeting (or phone call for outstate rotations) with the clerkship director or their faculty designee (i.e. assistant clerkship director). During this meeting, a student's progress on completing required patient encounters/skills, completing rotation requirements, duty hours, and supervision are also to be reviewed. If a student appears to be struggling during this mid-clerkship evaluation, the clerkship director may recommend that a student be supervised more closely, remaining schedules be adjusted to help meet clerkship requirements, and/or a personalized learning plan may be developed to help ensure successful completion of the rotation. | All clerkships are required to review each student’s performance and provide formative feedback using available data midway through the rotation. These are to occur in a face-to-face meeting (or phone call for outstate rotations) with the clerkship director or their faculty designee (i.e. assistant clerkship director). During this meeting, a student's progress on completing required patient encounters/skills, completing rotation requirements, duty hours, and supervision are also to be reviewed. If a student appears to be struggling during this mid-clerkship evaluation, the clerkship director may recommend that a student be supervised more closely, remaining schedules be adjusted to help meet clerkship requirements, and/or a personalized learning plan may be developed to help ensure successful completion of the rotation. | ||
Approved by the Curriculum Committee: July 23, 2024 | |||
Revision as of 10:52, July 29, 2024
LCME Element 9.7 states "(t)he medical school’s curricular governance committee ensures that each medical student is assessed and provided with formal formative feedback early enough during each required course or clerkship to allow sufficient time for remediation. Formal feedback occurs at least at the midpoint of the course or clerkship."
Provision feedback is critical for Phase 1 students to evaluate their knowledge and skills acquisition and progress in meeting course and program learning objectives. In addition to summative assessments that provide students with data about their overall performance, block directors are to include multiple other methods of formative feedback and assessment within their courses distributed at several points throughout the schedule. By definition, these forms of feedback are intended to provide students with information to guide future work prior to completion of a course. These items may contribute to, but not individually compose a large portion of, a student's overall grade. Any results should be reported in sufficient time for students to alter their performance on subsequent or summative assessments.
All clerkships are required to review each student’s performance and provide formative feedback using available data midway through the rotation. These are to occur in a face-to-face meeting (or phone call for outstate rotations) with the clerkship director or their faculty designee (i.e. assistant clerkship director). During this meeting, a student's progress on completing required patient encounters/skills, completing rotation requirements, duty hours, and supervision are also to be reviewed. If a student appears to be struggling during this mid-clerkship evaluation, the clerkship director may recommend that a student be supervised more closely, remaining schedules be adjusted to help meet clerkship requirements, and/or a personalized learning plan may be developed to help ensure successful completion of the rotation.
Approved by the Curriculum Committee: July 23, 2024