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Engaging medical students in the feedback process.

David A Rogers¹, Margaret L Boehler, Cathy J Schwind

¹Department of Surgery, Southern Illinois University School of Medicine, PO Box 19655, Springfield, IL 62704-9655, USA. drogers@siumed.edu

American Journal of Surgery

|November 15, 2011

Summary

A new instructional session significantly improved medical students' knowledge and skills. While satisfaction varied, incorporating student-focused feedback is crucial for enhancing surgical education.

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Area of Science:

Medical Education
Surgical Training
Feedback Mechanisms

Background:

Engaging medical students in feedback offers potential benefits but has shown inconsistent outcomes.
Previous attempts to integrate students into the feedback process yielded mixed results, necessitating further research.

Purpose of the Study:

To evaluate the effectiveness of a student-focused feedback instructional session within an experimental framework.
Assessing the impact of targeted feedback instruction on medical students' learning and attitudes.

Main Methods:

Random assignment of medical students to intervention (instruction) or control groups.
Subsequent random assignment to receive either constructive feedback or compliments.
Pre- and post-intervention assessments of knowledge, skills, and attitudes.

Main Results:

The instructional group demonstrated significant improvements in knowledge and skill acquisition.
Student satisfaction was higher following compliments in the control group, but higher after feedback in the instructional group.
No significant changes were observed in participants' willingness to seek feedback.

Conclusions:

Student-focused feedback components should be thoughtfully integrated into comprehensive surgical education improvement strategies.
Further investigation is warranted to understand the influence of medical student attitudes on feedback processes.