Education Research: Perspectives and Experiences of Clinical Neurology Faculty Regarding the End-of-Rotation Assessment

Abstract

Introduction End-of-rotation assessments (ERAs) completed by clinical faculty supervising medical students are an important component of medical student performance during clinical rotations. The quality and quantity of the formative and/or summative comments provided by faculty to students on ERAs vary. The goal of this study was to better understand the experiences, limitations, and barriers that may affect faculty at a single institution and its affiliated sites when completing this assessment. Methods A qualitative study design was used, with phenomenology as the qualitative design of inquiry. Clinical faculty at 3 student rotation sites who worked with students and had filled out the electronic assessment form were asked to participate. A virtual platform was used to conduct semistructured interviews. Transcripts of the recorded interviews were reviewed and analyzed to identify emerging and recurrent themes. Results Eleven faculty members (8 men and 3 women) were interviewed. Most participants felt that the time spent with medical students was limited, compromising the assessment process—particularly at sites where they are assigned to inpatient service for 1 week at a time. Longer intervals between end-of-rotation and completing the assessment limited details in the narrative components. Some participants were hesitant to assign students lower scores and to write negative comments in their assessments. Although constructive comments could be provided verbally, they were not always stipulated as comments on the assessment form. Many were concerned that written comments could negatively affect a student's future career. The participants recognized the importance and benefit of writing comments specific to the individual student. Many opined that providing prewritten examples of suggested comments would result in a generic assessment. Discussion The experiences, limitations, and barriers that affected faculty members' ability to assess medical students at the end of the neurology rotation included limited time spent with students, a longer time taken to fill out the assessment form, and reluctance to write negative comments that could potentially affect a student's career. Specific comments about individual students were deemed important. Shorter and more frequent assessments, modifications to faculty schedules, faculty development initiatives, and adoption of a growth mindset are potential ways to overcome barriers faced by faculty.