Episodes
Key points episode 25
- Examines the implementation of a formative workplace-based assessment (WBA) tool in clinical clerkships during COVID-19.
- Uses Cultural Historical Activity Theory (CHAT) to analyze how the WBA tool facilitated feedback.
- Identifies challenges such as misinterpretation of the WBA as a summative tool.
- Highlights design issues that impacted usability and adoption.
- Discusses difficulties in integrating the WBA tool into clinical workflows.
- Emphasizes the need for clear communication and careful design in implementing formative assessment tools.
Key points episode 66
- Explores factors influencing medical assessors in LMICs using a Health Behaviour Theory framework.
- Investigates personal and contextual factors shaping assessment intentions and actions.
- Highlights barriers like low self-efficacy, negative attitudes, and opportunity costs.
- Examines the role of leadership, institutional support, and socio-cultural influences on assessment practices.
- Finds that strong mentorship and training improve engagement in assessment.
- Reveals that systemic constraints and competing priorities lead to assessment disengagement.
- Emphasizes the need for targeted interventions to support assessors in resource-limited settings.
Key points episode 65
- Emphasizes that mistakes—especially diagnostic errors—are common in medicine.
- Highlights a growth mindset to view errors as opportunities for learning.
- Introduces the Safety-I (error prevention) versus Safety-II (success replication) framework.
- Outlines five lessons learned by hospitalists: excellence in clinical reasoning, connecting with patients and colleagues, reflective diagnostic processes, commitment to growth, and prioritizing self-care.
- Suggests these insights can guide continuous improvement in clinical practice.
Key points episode 12
- Questions whether workplace-based assessments (WBA) effectively capture clinical competence.
- Explores the balance between fidelity—accurate, authentic assessments—and the risk of futility, where assessments may fail to yield meaningful improvement.
- Critiques current WBA practices, highlighting potential misalignment between assessment goals and real-world outcomes.
- Discusses the impact on learner development and the quality of feedback provided.
- Suggests that rethinking and refining WBA methods could enhance their educational value in clinical training.
Key points episode 38
- Investigates the impact of immediate vs. delayed feedback on learning in medical education.
- A study on second-year medical students tested different feedback timings using multiple-choice questions.
- Delayed feedback showed no significant advantage over immediate feedback in terms of performance.
- Highlights the importance of knowledge retention and transfer for long-term learning.
- Concludes that the timing of feedback may be less critical than previously believed, and practical factors should guide its delivery.
Key points episode 22
- Focuses on the role of medical students in the feedback process during clinical training.
- Explores how students’ feedback behaviors, such as seeking and utilizing feedback, influence their learning.
- Introduces Bandura’s Social Cognitive Theory and Triadic Reciprocal Causation to explain the interaction between student attributes, the learning context, and feedback behavior.
- Finds that the student-teacher relationship is a central factor in feedback effectiveness.
- Highlights the need for feedback literacy and student engagement in the feedback process.