Open AccessInteractive Faculty Development Seminars Improve the Quality of Written Feedback in Ambulatory Teaching
Author(s) -
Salerno Stephen M.,
Jackson Jeffrey L.,
O'Malley Patrick G.
Publication year - 2003
Publication title -
journal of general internal medicine
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.746
H-Index - 180
eISSN - 1525-1497
pISSN - 0884-8734
DOI - 10.1046/j.1525-1497.2003.20739.x
Subject(s) - formative assessment , medicine , medical education , ambulatory , faculty development , quality (philosophy) , corrective feedback , professional development , mathematics education , psychology , philosophy , epistemology
We performed a pre–post study of the impact of three 90‐minute faculty development workshops on written feedback from encounters during an ambulatory internal medicine clerkship. We coded 47 encounters before and 43 after the workshops, involving 9 preceptors and 44 third‐year students, using qualitative and semiquantitative methods. Postworkshop, the mean number of feedback statements increased from 2.8 to 3.6 statements ( P = .06); specific ( P = .04), formative ( P = .03), and student skills feedback ( P = .01) increased, but attitudinal ( P = .13) and corrective feedback did not ( P = .41). Brief, interactive, faculty development workshops may refine written feedback, resulting in more formative specific written feedback comments.