- Categorising a specific assessed encounter as for either formative or summative purposes ensures that the objective of the encounter is achieved.
Provision of better feedback
- Identifying encounters as solely for learning encourages trainers to provide improved feedback.
- Organising feedback into categories provides structure to the feedback, which is more beneficial for the trainee’s continuing development.
More frequent learning opportunities
By identifying an OSATS encounter as explicitly formative (SLEs), trainees should feel encouraged to undertake learning earlier on in the training year, without fear of receiving an unfavourable judgement.