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Collaborative development of course feedback with students for Psyched Up. Put more in, get more out

Published online by Cambridge University Press:  18 June 2021

Lois Zac-Williams*
Affiliation:
King's College London
Alistair Cannon
Affiliation:
Core Trainee, South London and Maudsley NHS Foundation Trust
Chloe Saunders
Affiliation:
Core Trainee, South London and Maudsley NHS Foundation Trust
Shuo Zhang
Affiliation:
Core Trainee, South London and Maudsley NHS Foundation Trust
Sae Kohara
Affiliation:
King's College London
*
*corresponding author.
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Abstract

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Aims

To develop a responsive and sustainable template for long-term course evaluation for PsychED Up

To obtain rich, meaningful and specific feedback across multiple domains which can be translated into course improvements

To work collaboratively with students interested in medical education having previously participated in the course

To empower current students with the knowledge that their input is valuable

Background

PsychED Up is an innovative extra-curricular course for 3rd year medical students at King's College London delivered by psychiatry trainees, senior students and actors. It is in its second year of running and focuses on the hidden curriculum in medicine, exploration of holistic care and communication skills at the mind-body interface. Input from people with lived experience is used to shape teaching.

Method

Embedded evaluation in course development sessions thus engaging the entire faculty in evaluation processes at the start of the new term

  • Decided evaluation focus

  • Face-to-face discussions

  • Survey for faculty to determine what specific feedback content would be most useful

  • Finalised the questionnaire

  • Collaborative design and refinement of questions, confirmed sub-sections and scope of questionnaire

Result

Revised questionnaire:

  • Included rationale at the start

  • Tailored questions so faculty have more useful responses

  • Greater quantity of prompted questions

  • Specific questions for large group presentation, small group teaching, actors’ performances and students’ reflections

  • Thoughtful combination of quantitative ratings and open-space questions

  • Reduced time between course sessions and obtainment of feedback

  • Quality and quantity of feedback

  • High response rates: 32/30 (2 duplicates) mid-term, 29/30 end-of-term

  • High-quality filling of open-space feedback allowed consolidation of themes to improve the course

Conclusion

Co-designing the feedback form with previous students from the course and faculty brought focus to the questions. They were more specific and were organised into sub-sections for different domains. This led to responses that were relevant, enriched with depth and breadth and provided faculty with richer, more personalised responses. More detailed reflections in feedback were thought to be due to better student understanding of the rationale for questions, and knowledge that their input would help improve the course. We have set up a robust system for collecting long-term feedback for PsychED Up. We will continue to make iterative amendments, and supplement questionnaire feedback with focus groups.

Type
Education and Training
Creative Commons
Creative Common License - CCCreative Common License - BY
This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
Copyright
Copyright © The Author(s), 2021. Published by Cambridge University Press on behalf of the Royal College of Psychiatrists
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