Anna Chur-Hansen1, Leslie F Koopowitz. 1. Department of Psychiatry at the Royal Adelaide Hospital, University of Adelaide, South Australia 5005. anna.churhansen@adelaide.edu.au
Abstract
OBJECTIVE: This paper describes the introduction of formative feedback into a psychiatry attachment at an Australian university and evaluates students' responses to that initiative. METHOD: Students were provided with formative feedback sessions employing a standardized instrument, also used at the end of the attachment for summative assessment. They were asked to both define formative feedback and rate its usefulness on a questionnaire, providing open-ended written comments where appropriate. RESULTS: The concept and purpose of formative feedback were understood by 91.9% of the students who completed a questionnaire. The vast majority considered it to be useful, but some identified the need for constructive criticism and structured feedback as important characteristics of formative sessions. CONCLUSIONS: Rigorous research is needed to establish whether formative feedback impacts summative assessments. However, it is clear that such feedback is desirable, in that it increases student confidence and direction. We encourage our colleagues to consider introducing and evaluating formative feedback into psychiatry curricula.
OBJECTIVE: This paper describes the introduction of formative feedback into a psychiatry attachment at an Australian university and evaluates students' responses to that initiative. METHOD: Students were provided with formative feedback sessions employing a standardized instrument, also used at the end of the attachment for summative assessment. They were asked to both define formative feedback and rate its usefulness on a questionnaire, providing open-ended written comments where appropriate. RESULTS: The concept and purpose of formative feedback were understood by 91.9% of the students who completed a questionnaire. The vast majority considered it to be useful, but some identified the need for constructive criticism and structured feedback as important characteristics of formative sessions. CONCLUSIONS: Rigorous research is needed to establish whether formative feedback impacts summative assessments. However, it is clear that such feedback is desirable, in that it increases student confidence and direction. We encourage our colleagues to consider introducing and evaluating formative feedback into psychiatry curricula.