Presented By: Petra van Gurp, Radboudumc
Co-Authors: Roy Claessen, Radboudumc
Annelies van Ede, Radboudumc

Purpose
Early patient contacts (EPC) have a significant impact on the professional development of medical students. However, evaluating professional development is sophisticated. Literature about assessment methods to drive professional development in a longitudinal EPC course is scarce. This study aims to explore how written reports and narrative group assessment contribute to professional development in the context of longitudinal EPC for undergraduates.

Methods
In this qualitative study, 12 students, assessed by written reports, 31 students, who performed narrative group assessment and 3 assessors familiar with both assessment methods, participated. With explorative focus group interviews (students and assessors separated) we gained insights into assessment experiences, awareness of and growth in professional development. With inductive analysis we collected common themes.

Results
In 8 semi-structured focus group interviews 43 students and 3 assessors participated. Writing a report did not stimulate further professional development according to students. The learning takes place within the experience of EPC and soon after it. The narrative group assessment provided a safe environment to deepen both individual and group members' learning outcomes. Peer assisted learning, mainly through questioning and feedback, encouraged the learning process, helped colleagues to reflect and think of next steps to learn from future EPC. Both students and assessors underlined the importance of peer assisted learning and group reflection in stimulating professional development.

Conclusions
Assessment by written reports did not add value. Students' learning from EPC stopped after the experience and reflective observation phases of Kolb's cycle, although in literature reflective essays show merit and reveal information about progress in professionalism. Peer assisted learning within narrative group assessment, encouraged conceptualization and ideas for experimentation, being the next steps in Kolb's learning cycle for personal and professional development based on EPC experiences. This study illustrates the power of assessment for learning.