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Cover page of the Journal of Health Sciences

 Table of Contents  
Year : 2019  |  Volume : 12  |  Issue : 1  |  Page : 97-98

Role of feedback and mentoring in programmatic assessment

1 Department of Community Medicine, Member of the Medical Education Unit and Medical Research Unit, Kancheepuram, Tamil Nadu, India
2 Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Kancheepuram, Tamil Nadu, India

Date of Web Publication18-Jan-2019

Correspondence Address:
Dr. Saurabh RamBihariLal Shrivastava
3rd Floor, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Ammapettai Village, Thiruporur - Guduvancherry Main Road, Sembakkam Post, Kancheepuram - 603 108, Tamil Nadu
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/kleuhsj.kleuhsj_162_18

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How to cite this article:
Shrivastava SR, Shrivastava PS. Role of feedback and mentoring in programmatic assessment. Indian J Health Sci Biomed Res 2019;12:97-8

How to cite this URL:
Shrivastava SR, Shrivastava PS. Role of feedback and mentoring in programmatic assessment. Indian J Health Sci Biomed Res [serial online] 2019 [cited 2019 Dec 6];12:97-8. Available from: http://www.ijournalhs.org/text.asp?2019/12/1/97/250390

Dear Editor,

Programmatic assessment has been regarded as the one which can negate all the shortcomings inherent within the traditional mode of medical education.[1] Apart from various other characteristic features, feedback is an integral component as it helps the student to grow professionally.[1] As different competencies are assessed and that too using different assessment methods (such as MCQs or Essay Questions or Short Notes or Work Place Based Assessments, etc.), it is extremely important that faculty should make the student aware about the activities performed well and areas which require more attention through giving feedback on their performance.[1],[2],[3]

The feedback which is given during programmatic assessment follows the general principles, such as given in a nonthreatening atmosphere, in a nonjudgmental manner and has to be constructive.[2] Moreover, all settings (such as formative and summative assessments, case presentations, mentoring sessions, seminars, and parent-teacher meetings) can be utilized to give feedback, which has to be immediate.[2],[3] The provided feedback can be either quantitative (in scores) or qualitative (in words-narrative), depending on the mode of assessment, but with a single intention of improving/facilitating learning.[1],[2]

The given feedback can be either through the checklist (in which student gets a chance to compare their performance with the desired standards) or through computer-based with or without the set criterion or even through peer feedback (provided the student is comfortable).[2],[3] However, feedback alone might not be sufficient to improve the learning of students and thus in programmatic assessment, each student is allocated a mentor.[3] The role of the mentor is to derive the best out of mentee and ensure that they become a self-directed learner, and this is accomplished through giving an effective feedback to the student either verbally or through a structured format.[2],[3] In addition, the mere act of giving feedback would not aid in achieving the desired results; however, it would require periodic follow-up from the mentor.[2],[3]

Students are asked to maintain a portfolio to interpret and assess the given feedback to ascertain their strengths and weaknesses.[4] This is followed by a reflective writing by the student, in which they can write about their progress in the accomplishment of the desired competencies.[4] In fact, the mentor can have a reflective dialog with the student and suggests remedial measure to sort out the identified problems.[3],[4] However, for the success of the overall mechanism, faculty should be trained/sensitized about the art of giving effective and constructive feedback.[1],[2],[3],[4]

In conclusion, effective feedback and mentoring are crucial for the feed forward in the programmatic assessment. As the primary aim of the entire process is an assessment for learning, all efforts should be taken to strengthen the feedback and mentoring mechanism.

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Conflicts of interest

There are no conflicts of interest.

  References Top

Wilkinson TJ, Tweed MJ. Deconstructing programmatic assessment. Adv Med Educ Pract 2018;9:191-7.  Back to cited text no. 1
Heeneman S, Oudkerk Pool A, Schuwirth LW, van der Vleuten CP, Driessen EW. The impact of programmatic assessment on student learning: Theory versus practice. Med Educ 2015;49:487-98.  Back to cited text no. 2
Timmerman AA, Dijkstra J. A practical approach to programmatic assessment design. Adv Health Sci Educ Theory Pract 2017;22:1169-82.  Back to cited text no. 3
Roberts C, Shadbolt N, Clark T, Simpson P. The reliability and validity of a portfolio designed as a programmatic assessment of performance in an integrated clinical placement. BMC Med Educ 2014;14:197.  Back to cited text no. 4


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