An evaluation of a clinical session dairy - student and staff feedback

Abstract

AIMS: A clinical progress tool, the Clinical Session Diary (CSD) was created for monitoring student performance and learning comprising: continuous clinical assessment, self-reflection, goal setting and clinical achievement log (CAL). Clinical grading was modified from a 3- to a 5-point scale and generic grade descriptors were created. MATERIALS AND METHODS: Questionnaire and focus group interviews were performed for feedback and improvements. Ethics approval: IRB No UW 12-275 was obtained. Descriptive statistical analysis and thematic content analysis were conducted. RESULTS: Staff (79%) and students (61%) felt grading was important and over two thirds of staff and students felt written feedback was important. However, staff felt these were time consuming and may not be read or valued. Ironically students wanted more written and verbal feedback. 75% of staff felt that the 5-point scale was an improvement and this encouraged a wider range of grades. 56% of staff felt the generic grade descriptors supported this. However, 74% of staff 68% of students felt that individual specific skills descriptors would be useful. 97% of tutors and 50% of students felt written self-reflection in the clinical diary should be performed for an unsatisfactory clinical performance. However 54% felt self-reflection was important to aid learning but less so in written format in the CSD (31%). Students expressed a preference for private reflection. Around two thirds of tutors and 43% students found goal setting useful to enhance learning but less so in written format. 76% of tutors considered the CAL useful to document clinical achievements. CONCLUSIONS: From the above feedback the following issues will be pursued. Staff training is required for improving qualitative feedback. A private reflection and goal setting dairy should be created for students to allow development of personal development plans. These should be monitored to ensure active engagement. Specific skill grade descriptors should be created with calibration of examiners.