Student perceptions of seeking and using feedback from patients and ward staff for competency development during hospital placements

Research output: Contribution to conferenceAbstractpeer-review

Abstract

Introduction/background: Competency-based assessment includes judgements from multiple viewpoints to facilitate holistic assessment for and of student learning. Feedback from key stakeholders such as patients and the broader health care team (external to a student’s profession) is emerging as valuable in supporting students’ progression towards competency. Aim/objectives: This pilot study explored perceptions of final year dietetics students regarding patient and health care team feedback collected opportunistically during final year hospital placements and the influence on competency development. Methods An eighteen item questionnaire investigated student perceptions of the value/benefit and utility of obtaining patient and healthcare team feedback with results analysed using descriptive statistics. Two focus groups investigated student perceptions in more depth and qualitatively analysed. Results: All students (n=24, 50% response rate) reported that feedback from patients and the broader healthcare team was important, supplementing that of their professional supervisors. Students found the predominantly positive patient feedback was sometimes useful. Obtaining feedback from stakeholders other than their professional supervisors was challenging but promoted communication and teamwork skills. Proceedings of the Australian & New Zealand Association for Health Professional Educators 2018 Conference Discussion Although getting feedback from patients and staff may be difficult, students supported multi-source feedback as evidence of overall competence. Ensuring students ask the right questions in a range of modalities to suit different patients and stakeholders may assist in improving its value. Conclusions: Providing students with guidance and practice on seeking feedback beyond traditional traineesupervisor roles can foster student-led assessment. Students’ continuous evaluation and reflection from various viewpoints may enhance patient-centred care and teamwork skills in both students and professionals working in healthcare.
Original languageEnglish
Number of pages2
Publication statusPublished - Jul 2018
EventAustralian and New Zealand Association for Health Professional Educators (ANZAHPE) Conference 2018 - Grand Chancellor Hotel, Hobart , Australia
Duration: 1 Jul 20184 Jul 2018

Conference

ConferenceAustralian and New Zealand Association for Health Professional Educators (ANZAHPE) Conference 2018
Abbreviated titleANZAHPE 2018
CountryAustralia
CityHobart
Period1/07/184/07/18

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