A learning prescription permits feedback on feedback

Jay B. Prystowsky*, Debra A. DaRosa

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

22 Scopus citations


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 languageEnglish (US)
Pages (from-to)264-267
Number of pages4
JournalAmerican Journal of Surgery
Issue number3
StatePublished - Mar 1 2003


  • Clerkship
  • Faculty development
  • Feedback
  • Surgical education

ASJC Scopus subject areas

  • Surgery


Dive into the research topics of 'A learning prescription permits feedback on feedback'. Together they form a unique fingerprint.

Cite this