Faculty Development

In the previous section we looked specifically at assessing learning needs in teaching situations and suggested that ideally this should be a shared endeavour by students or trainees and the teacher. Assessment of learning needs is a key step in the formative assessment processes that ideally are included within a learning programme.

As Wood notes: ‘formative assessment can play a major role in the acquisition of lifelong learning skills by helping students to self-regulate their learning activities… formative assessment is a two-way process between learner and teacher, placing the student at the centre of the activity’ (2007, p. 4).

Assessment (both formative and summative) is often teacher-led. However, there are other groups, individuals and activities that contribute to how students’ or trainees’ learning needs are assessed, both in teaching situations and in the course of professional development planning.

Self-assessment by the learners themselves

One of the overall goals of medical education and training is to develop learners’ capabilities to carry out critical self-reflection of their own performance. This helps them become more effective self-directed and independent professionals. Teachers play a key role in helping learners develop these skills by providing opportunities for self-assessment of their clinical competence, knowledge, understanding and attitudes, and by pointing out where there is a mismatch between self-perception and observed behaviours. So building in simple questions such as ‘how do you think that went…?’ opens up opportunities for the learner to routinely reflect on and review their performance.

Assessment by teachers

Wood (2007) suggests that ‘assessment is usually seen as the province of teachers’ (p. 4). This includes assessment of educational needs. The advantages of teacher assessment of needs is that highly competent teachers have experience of the programme, and ‘can evaluate work (or performance) against a reference framework that reflects the pre-set learning objectives and the level expected of students or trainees at a particular stage in a course… (teachers can then) make a judgement on the work and provide… feedback… on that judgement’ (p. 4).

Highly competent teachers (Wood, 2007, citing Sadler, 1998) are knowledgeable and have a positive attitude towards their teaching practice. They are able to empathise with learners, are reflective about their own and others’ skills and want to see learners improve and develop. However, there is often variability between different teachers’ skills, experience and expertise, and not all teachers have the same level of interest in and empathy towards learners.  

Assessment linked to the course/programme/professional or regulatory body

These are the formal means (examinations, clinical assessments, etc.) by which the learner is assessed at regular points against defined criteria. Passing allows them to progress to the next stage. Well-designed assessments provide opportunity for feedback to the learner, which helps them identify where their learning has been effective and also where they have a particular area for improvement, further study or weakness. Teachers responsible for learners can use assessment results as one of the means to measure learners’ progress and identify and agree learning needs.