A learning prescription permits feedback on feedback - 26/08/11
, Debra A DaRosa, Ph.D. aAbstract |
Background |
Students consistently identified inadequate feedback as a deficiency in our third-year clerkship.
Methods |
We asked students to solicit one faculty and one resident every 2 weeks for written feedback on a “feedback prescription pad.” Each prescription requested four comments: two things the student did well and two things the student needs to improve. Students rated feedback using a five-point scale. A three-point categorization scheme was employed to assess the quality of feedback.
Results |
Students’ rating of feedback improved significantly compared with a previous time period (3.5 ± 1.2 versus 2.6 ± 1.2, P <0.01). Interrater reliability of our categorization scheme was high (kappa ≥0.75, P <0.01) and demonstrated that only 10% of comments were specific enough to qualify as effective feedback.
Conclusions |
Feedback prescription pads were a simple method to facilitate feedback. Although students appreciated feedback, most feedback was inadequate. Faculty development programs to enhance student feedback should be a priority of clinical medical education.
Le texte complet de cet article est disponible en PDF.Keywords : Feedback, Surgical education, Clerkship, Faculty development
Plan
Vol 185 - N° 3
P. 264-267 - mars 2003 Retour au numéro
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