Karina Daniel Halina Stolar Oxana Aghaei Specialized English Language Program Department of Educational Services D raws students and faculty from more than 140 countries F ourth ID: 930982
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Slide1
Establishing Parameters for Feedback on CVs and Personal Statements
Karina Daniel, Halina Stolar, Oxana AghaeiSpecialized English Language Program Department of Educational Services
Slide2Draws students and faculty from more than 140 countriesFourth largest source of
doctors for the entire U.S. workforce2017 graduates obtained a record number of residency placements: over 900 US residencies secured93% postgraduate placement
rate for those that applied for a US
residency
Slide3Slide4CVs and Personal Statements
Collaborate with the Office of Career Guidance (OCG)Offer SGU students support in preparing their Curricula Vitae and Personal StatementsEmail documents to CVreview@sgu.eduWorkshops
Virtual workshops
Student appointments
Slide5QuestionWe give feedback on both form and content of submissions
to help students present themselves professionally to potential employers.“When writing your personal statement, remember that you are applying for a job.” Do
students have enough work experience for our advice to be meaningful?
Slide6Approach
Reviewed 122 CVs submitted April 2017 to November 2017Method: 1) counted work entries listed on student CVs 2) categorized entries into medically-related and non-medically- related work experiences
Slide7Slide8Issues
“What skills do you possess that would make you fit for the program to which you are applying? The reviewers would want to know what you can do for them.”“How will this deep appreciation for teaching and instruction aid you in the residency of your choice?”“This volunteer experience taught you invaluable skills. However, this section can be condensed significantly. Consider focusing less on the narrative and more on the skills that you learned and how they can be applied to that residency program. For example, what leadership qualities did you demonstrate?”“This paragraph tells Residency Directors what they already know. Specifying how you can help to advance the field will add more meaning
.”
Slide9RationaleEvidence
shows that although feedback has a major influence on learning, the type of feedback and the way it is given can be differentially effective. Feedback is more effective when goals are specific, and relate to specific attainments or understandings (Hattie & Timperley, 2007).
Slide10Data
122 students:7 students had no work experience 82 students listed 1-3 jobs2
5
students listed 4-6 jobs
8 students listed 7-14 jobs
Slide11Data
122 students:17 students had no medically related experiences
Slide12Implications
Most students (94%) have worked before86% have medical work experience
Slide13RecommendationsRequest that students submitting a personal
statement, also submit their CVModify feedback to match student’s work experienceLink feedback to the nature of that experience
Slide14ReferencesHattie J., & Timperley H. (2007). The power of feedback. Review of Educational Research, 77
(1), 81-112 Retrieved from http://education.qld.gov.au/staff/development/performance/res ources/readings/power-feedback.pdf