The purpose of the study on which this article is based was to determine differences in interviewing skills between third-year medical students who were provided structured, evaluative feedback and those assessed via traditional feedback methods. Experimental group students received a written assessment for every orthopedic hospital patient worked up, while the control group received traditional assessment feedback. Comparison measures were made based on student performance on a simulated patient examination. Results indicated that students who were provided structured feedback scored significantly higher (p <.05) than those assessed by traditional assessment means.
|Original language||English (US)|
|Number of pages||4|
|Journal||Journal of Medical Education|
|State||Published - Jun 1982|
ASJC Scopus subject areas
- Public Health, Environmental and Occupational Health