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<p>High-value feedback is essential for the successful development of medical physics trainees (registrars) as they complete their clinical training. In this education note, we present an overview of a small education intervention we implemented in our hospital to encourage feedback conversations, one of the principles of high-value feedback. Our intervention was based on the concepts of ‘assessment for learning’ and ‘programmatic assessment’. This intervention encourages registrars to take ownership of the feedback process associated with each learning outcome assessment. Registrars are encouraged to complete and document a self-assessment of their performance, before seeking feedback from their trainer. We modified an assessment template to support this process. This new approach appears to have resulted in higher quality feedback conversations between registrars and trainers. Additionally, trainers have benefited from the registrars completing the majority of the assessment template, thus reducing their workload. Whilst this approach has increased the workload for registrars, we believe this has benefits for their learning. We hope other centres can learn from our experience and may consider how they can adopt a similar process for their setting.</p>

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Education note: cultivating assessment and feedback for learning in our training hospital

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月23日

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  • Rebecca Day,
  • Louise Beckingsale

摘要

High-value feedback is essential for the successful development of medical physics trainees (registrars) as they complete their clinical training. In this education note, we present an overview of a small education intervention we implemented in our hospital to encourage feedback conversations, one of the principles of high-value feedback. Our intervention was based on the concepts of ‘assessment for learning’ and ‘programmatic assessment’. This intervention encourages registrars to take ownership of the feedback process associated with each learning outcome assessment. Registrars are encouraged to complete and document a self-assessment of their performance, before seeking feedback from their trainer. We modified an assessment template to support this process. This new approach appears to have resulted in higher quality feedback conversations between registrars and trainers. Additionally, trainers have benefited from the registrars completing the majority of the assessment template, thus reducing their workload. Whilst this approach has increased the workload for registrars, we believe this has benefits for their learning. We hope other centres can learn from our experience and may consider how they can adopt a similar process for their setting.