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Related Experiment Videos

A learning prescription permits feedback on feedback.

Jay B Prystowsky1, Debra A DaRosa

  • 1Department of Surgery, Northwestern University Feinberg School of Medicine, Chicago, IL 60611, USA. jprystowsky@nmff.org

American Journal of Surgery
|March 7, 2003
PubMed
Summary
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Students found feedback helpful, but most was inadequate. Implementing faculty development programs is crucial for improving clinical medical education feedback quality.

Area of Science:

  • Medical Education
  • Clinical Clerkships
  • Feedback Mechanisms

Background:

  • Third-year medical students identified inadequate feedback as a significant deficiency.
  • This highlights a persistent challenge in clinical medical education.

Purpose of the Study:

  • To assess the effectiveness of a
  • feedback prescription pad
  • intervention designed to improve the quality of student feedback.
  • To evaluate student perceptions and the quality of feedback received during a clinical clerkship.

Main Methods:

  • Students solicited written feedback from faculty and residents bi-weekly using a structured feedback form.
  • The feedback form requested specific comments on student performance and areas for improvement.

Related Experiment Videos

  • A categorization scheme was used to assess feedback quality, with interrater reliability measured.

    • Main Results:

    • Student ratings of feedback significantly improved after implementing the feedback prescription pad.
    • The feedback intervention demonstrated high interrater reliability for feedback categorization.
    • However, only 10% of the feedback comments were specific enough to be considered effective.

    Conclusions:

    • Feedback prescription pads offer a simple method to encourage feedback in clinical settings.
    • Despite student appreciation, the majority of feedback provided remained inadequate in quality.
    • Prioritizing faculty development programs is essential to enhance the quality of student feedback in medical education.