Using digital multisource feedback to provide medical students with formative feedback on their workplace behaviour and professional progress (Chapter 18): In Formative Assessment and Feedback in Post-Digital Learning Environments Disciplinary Case Studies in Higher Education

Every year 250–300 students graduate from Bristol Medical School as doctors and enter the NHS workforce. A key part of their 5-year training journey is receiving feedback on how they are working, contributing and performing as part of a multi-professional team. Reflecting the multisource formative feedback tool used for trainee doctors in the NHS, a similar process, known as Team Assessment of Behaviour (TAB), has been embedded throughout the undergraduate medical curriculum. Medical students complete an annual TAB, tailored in complexity dependent on student year group, building to a replica of the postgraduate version for final-year students. Student evaluation acknowledges that the practice is important for gaining timely, meaningful feedback on their professional progress and learning to manage a digital feedback process in preparation for their future career. Importantly, students discuss their feedback with a trusted staff member/allocated mentor, and any concerns raised through this process can be followed through. Successful integration of this authentic and tailored formative feedback process across all years of a large programme (>1300 students annually) requires collaboration and training across academic, administrative and technical staff; digital design specialists; and students.