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Related Experiment Video

Updated: Jul 7, 2026

The Joint Effect of Social Comparison and Social Distance on Evaluation of Intertemporal Choice Outcomes in Event-related Potential Studies

The Joint Effect of Social Comparison and Social Distance on Evaluation of Intertemporal Choice Outcomes in Event-related Potential Studies

Published on: August 25, 2023

Daily encounter cards facilitate competency-based feedback while leniency bias persists.

Glen Bandiera¹, David Lendrum

¹Department of Medicine and the Wilson Centre for Research in Education, University of Toronto, and Department of Emergency Medicine, St. Michael's Hospital, Toronto, Ontario, Canada. bandierag@smh.toronto.on.ca

|January 30, 2008

Summary

A new daily encounter card (DEC) for emergency medicine residents aimed to reduce bias in feedback. While teachers assessed a range of competencies, significant leniency bias persisted.

Related Experiment Videos

Last Updated: Jul 7, 2026

The Joint Effect of Social Comparison and Social Distance on Evaluation of Intertemporal Choice Outcomes in Event-related Potential Studies

The Joint Effect of Social Comparison and Social Distance on Evaluation of Intertemporal Choice Outcomes in Event-related Potential Studies

Published on: August 25, 2023

Area of Science:

Medical Education
Emergency Medicine
Competency-Based Assessment

Background:

Existing feedback mechanisms in emergency medicine rotations have limitations.
Leniency bias and lack of independent assessment hinder effective feedback.
A novel daily encounter card (DEC) was developed to address these issues.

Purpose of the Study:

To evaluate the effectiveness of a competency-based daily encounter card (DEC) in emergency medicine.
To determine if the DEC could minimize leniency bias and maximize independent competency assessments.
To assess the DEC's impact on feedback mechanisms during emergency medicine rotations.

Main Methods:

Learners used daily encounter cards (DECs) to solicit feedback from teachers after each shift.
DECs utilized dichotomous rating scales for the 7 CanMEDS roles and an overall global rating.
Teachers selected specific competencies to evaluate, with data analyzed using staff and resident as units.

Main Results:

Over 28 months, 54 learners submitted 801 DECs completed by 43 teachers.
Teachers assessed an average of 3 CanMEDS roles per DEC, covering all 7 roles across feedback.
Only 1.3% of assessments were rated as 'needs further attention,' indicating a leniency bias.

Conclusions:

Teachers provided feedback across a broad range of competencies in the emergency department.
Despite assessing multiple roles, a significant leniency bias was observed with the DEC.
The novel DEC, while covering diverse competencies, did not eliminate leniency bias in feedback.