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The quality of written comments on professional behaviors in a developmental multisource feedback program
Colleen Canavan1, Matthew C Holtman, Margaret Richmond
1ccanavan@nbme.org
Summary
Medical training feedback often lacks specific, actionable details, hindering learning. Improving the quality of written feedback is crucial for effective professional development.
Area of Science:
- Medical Education
- Professional Development
- Healthcare Training
Background:
- Written feedback is integral to medical training but its quality and learning impact are under-researched.
- Effective feedback is characterized by specificity, clarity, and behavioral focus.
- Analyzing feedback content can identify areas for enhancement.
Purpose of the Study:
- To analyze the characteristics of written feedback provided in a medical training context.
- To identify opportunities for improving the quality and utility of feedback comments.
Main Methods:
- Directed content analysis of feedback phrases from a pilot multisource feedback program.
- Coding feedback based on valence (positive/negative) and orientation (self vs. behavioral performance).
Main Results:
- The majority of feedback comments were positive and self-oriented.
- Feedback frequently lacked specific, actionable information beneficial for learner improvement.
Conclusions:
- Written feedback in medical training often lacks essential characteristics for effective learning.
- Significant opportunities exist to enhance the quality and impact of multisource feedback comments.
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