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Continuous curricular feedback: a formative evaluation approach to curricular improvement.

Stanley Goldfarb1, Gail Morrison

  • 1Dr. Goldfarb is professor, Department of Medicine, and associate dean for curriculum, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania. Dr. Morrison is professor, Department of Medicine, and senior vice dean for education, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania.

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Summary

This study introduces a continuous feedback model for medical education curriculum evaluation. This approach enables real-time student input for immediate instructional improvements, enhancing course development.

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Area of Science:

  • Medical Education
  • Curriculum Development
  • Educational Assessment

Background:

  • Traditional curriculum evaluations are often summative, leading to delayed instructional improvements.
  • There is a need for more dynamic evaluation methods in medical school curricula.

Purpose of the Study:

  • To describe a novel formative curriculum evaluation model at the Perelman School of Medicine.
  • To highlight the benefits of real-time student feedback for improving medical education.

Main Methods:

  • Implemented a continuous feedback model with trained preclinical and clinical student evaluators.
  • Gathered representative student input on all curriculum aspects in real time.
  • Facilitated regular meetings between student evaluators, faculty, and administrators.

Main Results:

  • Maximized student involvement in course development and refinement.
  • Enabled rapid improvements in course content and teaching effectiveness.
  • Identified barriers to effective preclinical and clinical educational experiences.

Conclusions:

  • The continuous feedback model facilitates timely curriculum adjustments.
  • This approach enhances the quality of medical training by integrating student perspectives.
  • It fosters a collaborative environment for ongoing curriculum enhancement.