Table 2 The students’, peers’ and clinical supervisors’ evaluation surveys
From: Multisource feedback in medical students’ workplace learning in primary health care
Student self-evaluation | Peer evaluation | Clinical supervisor evaluation | |
|---|---|---|---|
1 | How was your experience of receiving written feedback? | How was your experience evaluating your peer’s performance during the patient encounter? | How was your experience of providing written feedback? |
2 | How did you experience evaluating your performance of the patient encounter? | How was your experience using the feedback in your clinical tuition? | |
3 | Did your self-evaluation differ in relation to the other participants’ feedback? Yes/No If yes, in what way? | Did your feedback differ in relation to the student self-evaluation and to the other participants’ feedback? Yes/No If yes, in what way? | |
4 | The multi-source feedback provided valuable information regarding my ability to apply patient-centred communication.1– 4 + not relevant | Providing feedback to peer helped me to further clarify the importance of patient-centred communication.1– 4 + not relevant | The multi-source feedback and the student’s self-evaluation provided valuable information regarding the student’s ability to apply patient-centred communication.1– 4 + not relevant |
5 | Please give examples of how the multi-source feedback clarified your ability to apply patient-centred communication. | Regarding question four, please give examples in what way? | Please exemplify how the multi-source feedback clarified the student’s ability to apply patient-centred communication. |
6 | The multi-source feedback provided guidance for future training of clinical skills. 1– 4 + not relevant | Providing feedback to peer gave me guidance regarding how I could train and develop clinical skills.1– 4 + not relevant | The multi-source feedback and student’s self-evaluation provided guidance for the student’s future training and development of clinical skills. 1– 4 + not relevant |
7 | Please give examples of how the multi-source feedback facilitated your future training regarding clinical skills. | Regarding question six, please give examples in what way? | Please exemplify how the multi-source feedback facilitated the identification of student's need for future training regarding clinical skills. |
8 | The multi-source feedback helped to visualise my pedagogical assignment during the dialogue with the patient. 1– 4 + not relevant | To provide feedback helped me to visualise the pedagogical assignment during the dialogue with the patient.1– 4 + not relevant | The multi-source feedback and student’s self-evaluation helped to visualise the student’s pedagogical assignment during the dialogue with the patient.1– 4 + not relevant |
9 | Please give examples of how the multi-source feedback clarified your pedagogical assignment in the dialogue with the patient. | Regarding question eight, please give examples in what way? | Please exemplify how the multi-source feedback clarified the student’s pedagogical assignment in the dialogue with the patient. |
10 | Describe the major outcome from performing self-evaluation and receiving feedback. | Describe the major outcome of providing feedback. | Describe the major outcome of giving and using the feedback in your pedagogical assignment as a teacher. |
11 | Please add if you have further comments. | Please add if you have further comments. | Please add if you have further comments. |