We are here to learn

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MKDU 2022
Helmia Hasan, dr. Sp.P(K), M.Pd.Ked.,FCCP
Department of Pulmonology and Respiratory Medicine
Faculty of Medicine UniversitasAirlangga /Dr. Soetomo Hospital
Surabaya
15/11/20222
◼ Definition of evaluations and feedback
◼ The roles of evaluations and feedback

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EVALUATION and FEEDBACK

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 ction Feedback
Refle Resident’s activities
Evaluation

Evaluation

Feedback
Reflectio
Reflection

Feedback Evaluation

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 Evalua

tion

Feedback
Drives
 Reflection

learning

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1. Students/Residents
▪ Competencies
 🢝 Knowledge

🢝 Skills (cognitive, psychomotor)

🢝 Attitude/behavior

2. Study program
▪ Curriculum
▪ Learning and teaching activities
▪ Etc

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for both students and

teachers!!
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 NorciniJ and Burch
V. Medical
Teacher 2007; 29:
855-71
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Formative: to drive learning

▪ Guiding future learning

▪ Promoting reflection
Summative: to make an overall judgment
▪ Competency
▪ Qualification for advancement to level
▪ Fitness to practice

Cox M and Irby D. Assessment in medical education. NEJM 2007;356387-96

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ASPECTS
Tools
 1 Knowledge • Written exam
• Oral exam

2 Skills • Psychomotor
• Cognitive • Mini CEx, Case-based Evaluation • DOPS
(Direct Observed Procedural Skills)

3 Attitude • Observation
• 360° degree feedback/evaluation
• Mini PAT
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Work-based assessment:

Does
PERFORMANCE 🡺 Portfolio, logbook, Mini CEx, CbD, DOPS

Clinical and practical assessment:

Shows
OSCE, (Simulation tests)

COMPETENCE 🡺

Written assessment, eg. MCQ, EMI

Knows How
(Knowledge application)
 Knows Written assessment
(Factual recall)

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1. Case-based Discussion (CbD)

2. Mini-Clinical Evaluation Exercise (mini-CEx)
3. Direct Observation of Procedural Skills (DOPS)
4. Multi Source Feedback (MSF)
5. Clinical Encounter Cards (CEC)
6. Clinical Work Sampling (CWS)
7. Blinded Patient Encounters (BPE)

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Evaluation
 Improvement

Feedback

Reflection Self
evaluation
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WORKPLACE BASED ASSESSMENT

RS Dr Soetomo

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◼ Students’ characteristics

◼ Evaluator’ characteristics

◼ Feedback

◼ ..

◼ ..

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❑ Anessential activity for helping students to reach their particular

potential, at particular stage of training.
❑ The aims:

▪ To reinforce what was right

▪ To correct
mistakes

Feedback should be constructive

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Constructive feedback is part of learning strategies.

 1. Students

To encourage students to achieve learning outcomes

2. Teachers
To evaluate students’ achievement

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Environment Brain => memory

Tea
cher
 Student
learning

Motivati
on
Feedback

Reinforcemen

has to be

t
Followed up Constructive
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Ormrod 2008 Price 2010
⮚ “Your data is not good enough to diagnose the
patient with …..”

⮚ “You give the wrong bronchodilator. Please

read the textbook and present what you read
tomorrow”

⮚ “If you treat the patient like that, the patient

will die”
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◼ “Your skill in getting history of illness is not good”

◼ “Your communication skill is bad”

◼ “Your questions you asked the patient are not necessary to diagnose the

patient with…..”
◼ “You have to examine the patient effectively”

◼ “What you did is wrong!”

◼ “ How could you do it like that!, I’ll show you the correct way”
 Those are the correction of what student has done => is it feedback?

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◼ Morning report room

◼ Consultation
◼ Case based discussion ◼ Multi-
◼ etc
discipline discussion ◼ Operation
Goals: for learning
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Valuable to both
teachers and
students

Facilitate students’ professional and personal development

 Integral teaching goals
part of

Students learning Behavioral

changes
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“a long-term change…
Not only remembering then forgetting
 in mental

representations

or associations
The
basis is
in the
brain

as a result of experience”
Not the change of physiological maturation

15/11/2022 Omrod27 , 20028

“Feedback as part of extrinsic reinforcement
should be maintain”

Ormrod JE. Human Learning, 2008

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The effectiveness of feedback is influenced by:

▪ The message (constructive feedback)

▪ The way in giving feedback

▪ The credibility of the person giving the feedback

▪ The recipient’s readiness to respond

Hesketh EA, Laidlaw JM. Developing the teaching instinct. NHS Scotland.
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◼ Ability and willingness to receive feedback

◼ Ability to do self-reflection

◼ Ability to do self-evaluation

How to do that ?

Every stage of students can do that

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Knowledge, skills, attitude

Self
directed
Involv
ed

Interested
Dependent

Transformative learning:
 is “a deep, structural shift in basic premises of
thought, feelings, and actions”.
Kitchenham A.
Journal of Transformative Education 2008 6: 104
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Stages Characteristics

1 Dependent Learner Teacher-centered, don’t like choices

2 Interested Learner Open to choices, teacher provide choices

3 Involved Learner Seek choices complementary to those provides by teacher
4 Self-directed Learner Create choices, student-centered 15/11/2022 32
1. Are independent and self directing
2. Have experiences, which is a rich resource for learning
3. Value learning that integrates with the needs of their
everyday life
4. Are more interested in problem centered approaches
than in subject centered
5. Are more motivated to learn by internal drives than by
external ones

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◼ Reflection (and reflective practice) are self evaluative activity

◼ It has potential and powerful effects on learning

Consult with oneself

goal

Students become
reflective life-long
learners Malik, AS. Reflection, feedback and
portfolio. Webinar Nov, 2021
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Malik, AS. Reflection, feedback and

portfolio. Webinar Nov, 2021
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Malik, AS. Reflection, feedback and portfolio. Webinar Nov, 2021
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Malik, AS. Reflection, feedback and portfolio. Webinar Nov,
2021
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Evaluation
Competent

Self directed learner

 Constructive
Improvement
Feedback

Reflection Self
evaluation

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Humans have
a limitation in
remembering

Taking notes is crucial

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◼ The American Board of Pediatric and The Association of Pediatric Program Directors. Assessment in graduate
medical education, 2011.
◼ Mezirow J. Fostering critical reflection in adulthood. A guide to transformative learning. ◼ Kaufman DM. Applying
educational theory in practice. ABC of learning and teaching in medicine. BMJ 2003:326:213-6
◼ Eva KW and RegerG. Self assessment in the health profession: a reformulation and research agenda. Academic
Medicine 2005:80:S46-54
◼ Abela J. Adult learning theories and medical education: a review. Malta Medical J. 2009:21:11-18 15/11/2022 42

1. Apakah anda pernah mendapat umpan balik?

2. Bagaimana anda merespons umpan balik tersebut?

3. Apakah umpan balik secara efektif membantu anda belajar?

4. Apakah anda perlu mengubah atau meningkatkan metode

belajar?

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