Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/24376
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dc.contributor.authorMurphy, Douglasen_UK
dc.contributor.authorAitchison, Patriciaen_UK
dc.contributor.authorSantiago, Virginia Hernandezen_UK
dc.contributor.authorDavey, Peter Gen_UK
dc.contributor.authorMires, Garyen_UK
dc.contributor.authorNathwani, Dilipen_UK
dc.date.accessioned2016-11-17T22:16:07Z-
dc.date.available2016-11-17T22:16:07Z-
dc.date.issued2015-08-01en_UK
dc.identifier.other125en_UK
dc.identifier.urihttp://hdl.handle.net/1893/24376-
dc.description.abstractBackground:  Healthcare professionals need to show accountability, responsibility and appropriate response to audit feedback. Assessment of Insightful Practice (engagement, insight and appropriate action for improvement) has been shown to offer a robust system, in general practice, to identify concerns in doctors' response to independent feedback. This study researched the system's utility in medical undergraduates.  Methods:  Setting and participants: 28 fourth year medical students reflected on their performance feedback. Reflection was supported by a staff coach. Students' portfolios were divided into two groups (n∈=∈14). Group 1 students were assessed by three staff assessors (calibrated using group training) and Group 2 students' portfolios were assessed by three staff assessors (un-calibrated by one-to-one training). Assessments were by blinded web-based exercise and assessors were senior Medical School staff.  Design: Case series with mixed qualitative and quantitative methods. A feedback dataset was specified as (1) student-specific End-of-Block Clinical Feedback, (2) other available Medical School assessment data and, (3) an assessment of students' identification of prescribing errors.  Analysis and statistical tests: Generalisability G-theory and associated Decision D- studies were used to assess the reliability of the system and a subsequent recommendation on students' suitability to progress training. One-to-one interviews explored participants' experiences.  Main outcome measures: The primary outcome measure was inter-rater reliability of assessment of students' Insightful Practice. Secondary outcome measures were the reaction of participants and their self-reported behavioural change.  Results:  The method offered a feasible and highly reliable global assessment for calibrated assessors, G (inter-rater reliability)∈>∈0.8 (two assessors), but not un-calibrated assessors G∈<∈0.31. Calibrated assessment proved an acceptable basis to enhance feedback and identify concern in professionalism. Students reported increased awareness in teamwork and in the importance of heeding advice. Coaches reported improvement in their feedback skills and commitment to improving the quality of student feedback. Conclusions: Insightful practice offers a reliable and feasible method to evaluate medical undergraduates' professional response to their training feedback. The piloted system offers a method to assist the early identification of students at risk and monitor, where required, the remediation of students to get their level(s) of professional response to feedback back 'on track'. © 2015 Murphy et al.en_UK
dc.language.isoenen_UK
dc.publisherBioMed Centralen_UK
dc.relationMurphy D, Aitchison P, Santiago VH, Davey PG, Mires G & Nathwani D (2015) Insightful Practice: A robust measure of medical students' professional response to feedback on their performance. BMC Medical Education, 15 (1), Art. No.: 125. https://doi.org/10.1186/s12909-015-0406-2en_UK
dc.rights© Murphy et al. 2015 This article is published under license to BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.en_UK
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en_UK
dc.subjectFeedbacken_UK
dc.subjectContinuous professional developmenten_UK
dc.subjectPatient safetyen_UK
dc.subjectProfessionalismen_UK
dc.subjectRemediationen_UK
dc.titleInsightful Practice: A robust measure of medical students' professional response to feedback on their performanceen_UK
dc.typeJournal Articleen_UK
dc.identifier.doi10.1186/s12909-015-0406-2en_UK
dc.identifier.pmid26232114en_UK
dc.citation.jtitleBMC Medical Educationen_UK
dc.citation.issn1472-6920en_UK
dc.citation.volume15en_UK
dc.citation.issue1en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.author.emailp.e.aitchison@stir.ac.uken_UK
dc.citation.date01/08/2015en_UK
dc.contributor.affiliationUniversity of Dundeeen_UK
dc.contributor.affiliationNMAHPen_UK
dc.contributor.affiliationUniversity of Dundeeen_UK
dc.contributor.affiliationUniversity of Dundeeen_UK
dc.contributor.affiliationUniversity of Dundeeen_UK
dc.contributor.affiliationUniversity of Dundeeen_UK
dc.identifier.isiWOS:000358766300004en_UK
dc.identifier.scopusid2-s2.0-84938401098en_UK
dc.identifier.wtid547557en_UK
dc.date.accepted2015-07-06en_UK
dcterms.dateAccepted2015-07-06en_UK
dc.date.filedepositdate2016-10-06en_UK
rioxxterms.apcpaiden_UK
rioxxterms.typeJournal Article/Reviewen_UK
rioxxterms.versionVoRen_UK
local.rioxx.authorMurphy, Douglas|en_UK
local.rioxx.authorAitchison, Patricia|en_UK
local.rioxx.authorSantiago, Virginia Hernandez|en_UK
local.rioxx.authorDavey, Peter G|en_UK
local.rioxx.authorMires, Gary|en_UK
local.rioxx.authorNathwani, Dilip|en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.freetoreaddate2016-10-06en_UK
local.rioxx.licencehttp://creativecommons.org/licenses/by/4.0/|2016-10-06|en_UK
local.rioxx.filenameart3A10.11862Fs12909-015-0406-2.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source1472-6920en_UK
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