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Pilot study of a ‘RIME’‐based tool for giving feedback in a multi‐specialty longitudinal clerkship
Author(s) -
DeWitt Dawn,
Carline Jan,
Paauw Douglas,
Pangaro Louis
Publication year - 2008
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2923.2008.03229.x
Subject(s) - hard rime , formative assessment , specialty , medical education , summative assessment , psychology , computer science , medicine , mathematics education , art , literature , psychiatry
Context The Reporter–Interpreter–Manager–Educator (RIME) evaluation framework is intuitive and reliable. Our preceptors’ frustration with using summative tools for formative feedback and the hypothesis that the RIME vocabulary might improve students’ and preceptors’ experiences with feedback prompted us to develop and pilot a RIME‐based feedback tool. Methods The tool was based on the RIME vocabulary, which has previously been used for evaluation. As interpersonal skills and professionalism are difficult areas in which to give feedback, we added these as explicit categories. We piloted the tool in a longitudinal, 5‐month, multi‐specialty clerkship. Preceptors completed pre‐ and post‐introductory workshop surveys. Students completed post‐workshop and post‐clerkship surveys. Results Preceptors ( n = 14) and students ( n = 8) preferred RIME‐based feedback to ‘usual feedback’ (previously given using end‐of‐clerkship evaluation forms). After the initial workshop, preceptors expected that giving feedback, including critical feedback, would be easier. After the 5‐month clerkship, students reported receiving more feedback than in previous clerkships and rated feedback given using this tool more highly ( P = 0.002; effect size 1.2). Students also felt it helped them understand specifically how to improve their performance ( P = 0.003; effect size 1.2). Discussion In this pilot study, preceptors and students preferred feedback with a specific RIME‐based tool. Students felt such feedback was more useful and helped them identify specifically how to improve. Whether this method can improve student performance through improved feedback remains an area for further research.