Abstract
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.
Original language | English (US) |
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Pages (from-to) | 264-267 |
Number of pages | 4 |
Journal | American Journal of Surgery |
Volume | 185 |
Issue number | 3 |
DOIs | |
State | Published - Mar 1 2003 |
Keywords
- Clerkship
- Faculty development
- Feedback
- Surgical education
ASJC Scopus subject areas
- Surgery