BACKGROUND: This study describes the development, implementation and evaluation of a team-based, multi-source method of assessment in which students on a clinical clerkship were provided with feedback on their performance as observed by physicians, residents, nurses, peers, patients and administrators. METHODS: The instrument was developed by reviewing existing assessment items and by obtaining input from assessors and students. Numerical data and written comments provided to students were collected, internal consistency was estimated and interviews and focus groups were used to determine acceptability to assessors and students. RESULTS: A total of 1068 assessors completed 3501 forms for 127 students. Internal consistency estimates for each assessment form were acceptable (Cronbach's alpha 0.856-0.948). Each student received an average of 188 words of written feedback divided into an average of 26 'Areas of Excellence' and 5 'Areas for Improvement'. Interviews revealed that the majority of students and assessors interviewed found the method acceptable. CONCLUSIONS: This study demonstrates that a team-based model of assessment based on the principles of multi-source feedback is a feasible and acceptable form of assessment for medical students learning in a clinical clerkship, and has some advantages over traditional preceptor-based assessment. Further studies will focus on the strengths and weaknesses of this novel assessment technique.
BACKGROUND: This study describes the development, implementation and evaluation of a team-based, multi-source method of assessment in which students on a clinical clerkship were provided with feedback on their performance as observed by physicians, residents, nurses, peers, patients and administrators. METHODS: The instrument was developed by reviewing existing assessment items and by obtaining input from assessors and students. Numerical data and written comments provided to students were collected, internal consistency was estimated and interviews and focus groups were used to determine acceptability to assessors and students. RESULTS: A total of 1068 assessors completed 3501 forms for 127 students. Internal consistency estimates for each assessment form were acceptable (Cronbach's alpha 0.856-0.948). Each student received an average of 188 words of written feedback divided into an average of 26 'Areas of Excellence' and 5 'Areas for Improvement'. Interviews revealed that the majority of students and assessors interviewed found the method acceptable. CONCLUSIONS: This study demonstrates that a team-based model of assessment based on the principles of multi-source feedback is a feasible and acceptable form of assessment for medical students learning in a clinical clerkship, and has some advantages over traditional preceptor-based assessment. Further studies will focus on the strengths and weaknesses of this novel assessment technique.