Val Wass - Academia.edu (original) (raw)
Papers by Val Wass
Education for Primary Care, 2018
Education for Primary Care, 2018
Education for Primary Care, 2020
Education for Primary Care, 2018
Education for Primary Care, 2020
Education for Primary Care, 2019
BMC Medical Education, 2017
Background: The International Membership Examination (MRCGP[INT]) of the Royal College of General... more Background: The International Membership Examination (MRCGP[INT]) of the Royal College of General Practitioners UK is a unique collaboration between four South Asian countries with diverse cultures, epidemiology, clinical facilities and resources. In this setting good quality assurance is imperative to achieve acceptable standards of inter rater reliability. This study aims to explore the process of peer feedback for examiner quality assurance with regard to factors affecting the implementation and acceptance of the method. Methods: A sequential mixed methods approach was used based on focus group discussions with examiners (n = 12) and clinical examination convenors who acted as peer reviewers (n = 4). A questionnaire based on emerging themes and literature review was then completed by 20 examiners at the subsequent OSCE exam. Qualitative data were analysed using an iterative reflexive process. Quantitative data were integrated by interpretive analysis looking for convergence, complementarity or dissonance. The qualitative data helped understand the issues and informed the process of developing the questionnaire. The quantitative data allowed for further refining of issues, wider sampling of examiners and giving voice to different perspectives. Results: Examiners stated specifically that peer feedback gave an opportunity for discussion, standardisation of judgments and improved discriminatory abilities. Interpersonal dynamics, hierarchy and perception of validity of feedback were major factors influencing acceptance of feedback. Examiners desired increased transparency, accountability and the opportunity for equal partnership within the process. The process was stressful for examiners and reviewers; however acceptance increased with increasing exposure to receiving feedback. The process could be refined to improve acceptability through scrupulous attention to training and selection of those giving feedback to improve the perceived validity of feedback and improved reviewer feedback skills to enable better interpersonal dynamics and a more equitable feedback process. It is important to highlight the role of quality assurance and peer feedback as a tool for continuous improvement and maintenance of standards to examiners during training. Conclusion: Examiner quality assurance using peer feedback was generally a successful and accepted process. The findings highlight areas for improvement and guide the path towards a model of feedback that is responsive to examiner views and cultural sensibilities.
Education for Primary Care, 2019
Education for Primary Care, 2019
Education for Primary Care, 2019
Education for Primary Care, 2018
Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors, 2017
Medical education, Jan 13, 2017
Given the absence of a common passing standard for students at UK medical schools, this paper com... more Given the absence of a common passing standard for students at UK medical schools, this paper compares independently set standards for common 'one from five' single-best-answer (multiple-choice) items used in graduation-level applied knowledge examinations and explores potential reasons for any differences. A repeated cross-sectional study was conducted. Participating schools were sent a common set of graduation-level items (55 in 2013-2014; 60 in 2014-2015). Items were selected against a blueprint and subjected to a quality review process. Each school employed its own standard-setting process for the common items. The primary outcome was the passing standard for the common items by each medical school set using the Angoff or Ebel methods. Of 31 invited medical schools, 22 participated in 2013-2014 (71%) and 30 (97%) in 2014-2015. Schools used a mean of 49 and 53 common items in 2013-2014 and 2014-2015, respectively, representing around one-third of the items in the examinat...
The British journal of general practice : the journal of the Royal College of General Practitioners, Apr 1, 2017
Perspectives on Medical Education, 2015
The British journal of general practice : the journal of the Royal College of General Practitioners, 2014
The British journal of general practice : the journal of the Royal College of General Practitioners, 2005
The British journal of general practice : the journal of the Royal College of General Practitioners, 2004
Medical Education, 2014
There are many definitions and models of reflection on offer. Writing in this issue of Medical Ed... more There are many definitions and models of reflection on offer. Writing in this issue of Medical Education, Nguyen et al. report on the integration of several influential models from the existing literature to formulate a theory-based and unified definition with the aim of improving the practical application of reflection. They take a cognitive approach to the thinking processes underpinning reflection with the commendable aim of improving our understanding and the acceptability of the reflective process. However, combining multiple definitions does not guarantee a simple solution. The aphorism ‘a camel is a horse designed by committee’ comes to mind. If we were to consider all the definitions of a horse in different dictionaries, we would find a wide variety, some of which exclude certain elements. However, the exclusion of these elements does not inevitably mean that the animal defined is not a horse. Furthermore, incorporating all definitions into one definition will not automatically help the reader to understand the concept of a horse. Could the same be true of reflection? Might there be an unintended consequence of creating an even more formulaic approach to a process that is essentially individualist? The ultimate aim should surely be to make reflection a meaningful process, not a ritual. The learner should be empowered, not constrained.
The Clinical Teacher, 2007
The aim of using the Calgary-Cambridge approach is to integrate both sets of skills, so that stud... more The aim of using the Calgary-Cambridge approach is to integrate both sets of skills, so that students, clinical staff and communication teachers can all feel that the framework meets their needs, and a focus on the patient's concerns is embedded from the start of training. This ...
Education for Primary Care, 2018
Education for Primary Care, 2018
Education for Primary Care, 2020
Education for Primary Care, 2018
Education for Primary Care, 2020
Education for Primary Care, 2019
BMC Medical Education, 2017
Background: The International Membership Examination (MRCGP[INT]) of the Royal College of General... more Background: The International Membership Examination (MRCGP[INT]) of the Royal College of General Practitioners UK is a unique collaboration between four South Asian countries with diverse cultures, epidemiology, clinical facilities and resources. In this setting good quality assurance is imperative to achieve acceptable standards of inter rater reliability. This study aims to explore the process of peer feedback for examiner quality assurance with regard to factors affecting the implementation and acceptance of the method. Methods: A sequential mixed methods approach was used based on focus group discussions with examiners (n = 12) and clinical examination convenors who acted as peer reviewers (n = 4). A questionnaire based on emerging themes and literature review was then completed by 20 examiners at the subsequent OSCE exam. Qualitative data were analysed using an iterative reflexive process. Quantitative data were integrated by interpretive analysis looking for convergence, complementarity or dissonance. The qualitative data helped understand the issues and informed the process of developing the questionnaire. The quantitative data allowed for further refining of issues, wider sampling of examiners and giving voice to different perspectives. Results: Examiners stated specifically that peer feedback gave an opportunity for discussion, standardisation of judgments and improved discriminatory abilities. Interpersonal dynamics, hierarchy and perception of validity of feedback were major factors influencing acceptance of feedback. Examiners desired increased transparency, accountability and the opportunity for equal partnership within the process. The process was stressful for examiners and reviewers; however acceptance increased with increasing exposure to receiving feedback. The process could be refined to improve acceptability through scrupulous attention to training and selection of those giving feedback to improve the perceived validity of feedback and improved reviewer feedback skills to enable better interpersonal dynamics and a more equitable feedback process. It is important to highlight the role of quality assurance and peer feedback as a tool for continuous improvement and maintenance of standards to examiners during training. Conclusion: Examiner quality assurance using peer feedback was generally a successful and accepted process. The findings highlight areas for improvement and guide the path towards a model of feedback that is responsive to examiner views and cultural sensibilities.
Education for Primary Care, 2019
Education for Primary Care, 2019
Education for Primary Care, 2019
Education for Primary Care, 2018
Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors, 2017
Medical education, Jan 13, 2017
Given the absence of a common passing standard for students at UK medical schools, this paper com... more Given the absence of a common passing standard for students at UK medical schools, this paper compares independently set standards for common 'one from five' single-best-answer (multiple-choice) items used in graduation-level applied knowledge examinations and explores potential reasons for any differences. A repeated cross-sectional study was conducted. Participating schools were sent a common set of graduation-level items (55 in 2013-2014; 60 in 2014-2015). Items were selected against a blueprint and subjected to a quality review process. Each school employed its own standard-setting process for the common items. The primary outcome was the passing standard for the common items by each medical school set using the Angoff or Ebel methods. Of 31 invited medical schools, 22 participated in 2013-2014 (71%) and 30 (97%) in 2014-2015. Schools used a mean of 49 and 53 common items in 2013-2014 and 2014-2015, respectively, representing around one-third of the items in the examinat...
The British journal of general practice : the journal of the Royal College of General Practitioners, Apr 1, 2017
Perspectives on Medical Education, 2015
The British journal of general practice : the journal of the Royal College of General Practitioners, 2014
The British journal of general practice : the journal of the Royal College of General Practitioners, 2005
The British journal of general practice : the journal of the Royal College of General Practitioners, 2004
Medical Education, 2014
There are many definitions and models of reflection on offer. Writing in this issue of Medical Ed... more There are many definitions and models of reflection on offer. Writing in this issue of Medical Education, Nguyen et al. report on the integration of several influential models from the existing literature to formulate a theory-based and unified definition with the aim of improving the practical application of reflection. They take a cognitive approach to the thinking processes underpinning reflection with the commendable aim of improving our understanding and the acceptability of the reflective process. However, combining multiple definitions does not guarantee a simple solution. The aphorism ‘a camel is a horse designed by committee’ comes to mind. If we were to consider all the definitions of a horse in different dictionaries, we would find a wide variety, some of which exclude certain elements. However, the exclusion of these elements does not inevitably mean that the animal defined is not a horse. Furthermore, incorporating all definitions into one definition will not automatically help the reader to understand the concept of a horse. Could the same be true of reflection? Might there be an unintended consequence of creating an even more formulaic approach to a process that is essentially individualist? The ultimate aim should surely be to make reflection a meaningful process, not a ritual. The learner should be empowered, not constrained.
The Clinical Teacher, 2007
The aim of using the Calgary-Cambridge approach is to integrate both sets of skills, so that stud... more The aim of using the Calgary-Cambridge approach is to integrate both sets of skills, so that students, clinical staff and communication teachers can all feel that the framework meets their needs, and a focus on the patient's concerns is embedded from the start of training. This ...
Introduction Feedback after assessment is essential to support the development of optimal perform... more Introduction Feedback after assessment is essential to support the development of optimal performance, but often fails to reach its potential. Although different assessment cultures have been proposed, the impact of these cultures on students' receptivity to feedback is unclear. This study aimed to explore factors which aid or hinder receptivity to feedback. Methods Using a constructivist grounded theory approach, the authors conducted six focus groups in three medical schools, in three separate countries, with different institutional approaches to assessment, ranging from a traditional summative assessment structure to a fully implemented pro-grammatic assessment system. The authors analyzed data iteratively, then identified and clarified key themes. Results Helpful and counterproductive elements were identified within each school's assessment system. Four principal themes emerged. Receptivity to feedback was enhanced by assessment cultures which promoted students' agency, by the provision of authentic and relevant assessment, and by appropriate scaffolding to aid the interpretation of feedback. Provision of grades and comparative ranking provided a helpful external reference but appeared to hinder the promotion of excellence. Conclusions This study has identified important factors emerging from different assessment cultures which, if addressed by programme designers, could enhance the learning potential of feedback following assessments. Students should be enabled to have greater control over assessment and feedback processes, which should be as authentic as possible. Effective long-term mentoring facilitates this process. The trend of curriculum change towards construc-tivism should now be mirrored in the assessment processes in order to enhance receptivity to feedback.