VI. Best Practices for Proctoring
f. Feedback and Communication Loops with Candidates
Feedback and communication are crucial in the learning process for physician assistant students. It is important for feedback to be timely, specific, and constructive, focusing on areas of improvement rather than just pointing out mistakes. Utilizing platforms or software that allow for structured feedback can help track progress and provide a holistic view of a student's strengths and challenges.
BASIC Information
Feedback is a critical aspect of the learning process. For students training to become physician assistants, feedback doesn't only revolve around right or wrong answers but also about the depth of their understanding, the way they approach problems, and their soft skills, such as patient interactions. Communication is not just about providing feedback but also creating an open channel where students can voice concerns, ask questions, and seek clarification, making it a two-way process. This two-way communication enhances trust and ensures that the assessment process is transparent and understood by all.
INTERMEDIATE Information
Structured Feedback: For the most effective learning outcomes, feedback should be:
Timely: Delivered soon after the assessment so that the student can clearly recall and relate to their performance.
Specific: Not just a score, but specific areas of strength and improvement.
Constructive: Focusing on how the student can improve, rather than just what they did wrong.
Written feedback: Useful for detailed explanations and can be referred back to later.
Oral feedback: More personal and can address immediate questions or concerns the student might have.
Peer feedback: Fellow students can provide a different perspective and help each other understand common mistakes.
Pre-assessment briefings: Before an exam or practical test, provide students with clear instructions and what is expected of them.
Post-assessment debriefings: After the exam, offer an opportunity for students to discuss their experiences, voice concerns, and seek clarifications.
Regular check-ins: Especially with long-term courses or clinical placements, regular check-ins can address ongoing questions or concerns.
ADVANCED Information
Feedback Platforms:
Utilize platforms or software that allows for structured feedback, categorizing feedback into different areas, e.g., clinical skills, diagnostic reasoning, and patient interactions.
These platforms can also track a student's progress over time, giving both the student and teacher a clear view of areas of improvement and consistent challenges.
For PA students, simulated patient scenarios can offer rich feedback opportunities. Recording these simulations allows for playback and pinpointing specific moments for feedback.
Balancing Positive and Constructive Feedback:
Ensure that feedback isn't solely negative. Highlighting areas of strength can motivate students and give them confidence in specific skills.
Some students might feel uncomfortable giving feedback openly, especially if it's about a teacher or proctor. Anonymous channels can help gather honest feedback without fear of repercussions.
Feedback Workshops:
Organize workshops focused on feedback interpretation and how to act on it. This helps students understand how to utilize feedback for their betterment.
Continuous Improvement:
Use feedback not just for student improvement but also to enhance the teaching and proctoring processes. Address common concerns and continuously refine based on student input.