MaReS (Magdeburg Reflective Writing Scoring Rubric for Feedback) - development of a feedback method for reflective writing in health professions education: A pilot study in veterinary medicine.
Sabine Ramspott, Ulrike Sonntag, Anja Härtl, Stefan Rüttermann, Doris Roller, Marianne Giesler, Linn Hempel
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引用次数: 0
Abstract
Aim: The aim of the study was to develop a scoring rubric that provides valuable feedback to students and to gather evidence for its construct validity.
Methodology: The Magdeburg Reflective Writing Feedback and Scoring Rubric (MaReS) was developed in an iterative process following a symposium on reflection by a committee of the "DACH Association for Medical Education (GMA)" in June 2016. 25 essays written by 13 veterinary students were assessed by three independent raters with MaReS and by two raters with the REFLECT rubric in two runs (13 and twelve essays). Validity evidence was gathered referring to the following of Messick's components of construct validity: content (rubric development), response process (rater manual, rater training, rating time, students' evaluation), internal structure (inter-rater reliability, IRR), and relationship to other variables (comparison of the rating with the REFLECT rubric and a global rating scale).
Results: The analytic rubric comprises twelve items that are rated on three-point rating scales. The authors developed an assignment with guiding questions for students and a rater manual. Results for free marginal kappa of the items of MaReS ranged from -0.08 to 0.77 for the first set of reflective essays and from 0.13 to 0.75 for the second set. Correlations between MaReS and the REFLECT rubric were positive (first run: r=0.92 (p<0.001); second run: r=0.29 (p=0.37)).
Conclusion: MaReS might be a useful tool to guide students' reflective writing and provide structured feedback in health professions education. Using more essays for a rater training and more training cycles are likely to result in higher IRRs.
期刊介绍：
GMS Journal for Medical Education (GMS J Med Educ) – formerly GMS Zeitschrift für Medizinische Ausbildung – publishes scientific articles on all aspects of undergraduate and graduate education in medicine, dentistry, veterinary medicine, pharmacy and other health professions. Research and review articles, project reports, short communications as well as discussion papers and comments may be submitted. There is a special focus on empirical studies which are methodologically sound and lead to results that are relevant beyond the respective institution, profession or country. Please feel free to submit qualitative as well as quantitative studies. We especially welcome submissions by students. It is the mission of GMS Journal for Medical Education to contribute to furthering scientific knowledge in the German-speaking countries as well as internationally and thus to foster the improvement of teaching and learning and to build an evidence base for undergraduate and graduate education. To this end, the journal has set up an editorial board with international experts. All manuscripts submitted are subjected to a clearly structured peer review process. All articles are published bilingually in English and German and are available with unrestricted open access. Thus, GMS Journal for Medical Education is available to a broad international readership. GMS Journal for Medical Education is published as an unrestricted open access journal with at least four issues per year. In addition, special issues on current topics in medical education research are also published. Until 2015 the journal was published under its German name GMS Zeitschrift für Medizinische Ausbildung. By changing its name to GMS Journal for Medical Education, we wish to underline our international mission.
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