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Related Experiment Video

Updated: Apr 28, 2026

Author Spotlight: Addressing Technical and Subjective Challenges in Measuring Classroom Attention

Author Spotlight: Addressing Technical and Subjective Challenges in Measuring Classroom Attention

Published on: December 15, 2023

Written feedback on supervised learning events.

Alexander Nesbitt¹, Andrew Pitcher, Lydnon James

¹University College London Medical School, London, UK.

The Clinical Teacher

|June 12, 2014

Summary

This summary is machine-generated.

The quality of written feedback for medical students during supervised learning events (SLEs) is poor, with over 60% of comments being weak. Training for students and assessors is needed to improve feedback effectiveness.

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Area of Science:

Medical Education
Clinical Skills Assessment

Background:

Medical students require constructive feedback for performance enhancement.
Supervised Learning Events (SLEs) provide assessment and feedback opportunities.
Limited research exists on the quality of written feedback in medical education.

Purpose of the Study:

To assess the quality of written feedback provided to medical students.
To identify characteristics of weak feedback in Supervised Learning Events (SLEs).

Main Methods:

A random sample of 250 Supervised Learning Event (SLE) forms from Year 4 medical students was analyzed.
A coding framework was developed and applied to evaluate feedback quality.

Main Results:

63.1% of feedback entries were graded as weak.
Weak feedback was more prevalent in 'areas for improvement' (73.6%) than 'good performance' (52.8%) comments.
Common issues with weak feedback included being blank, non-specific, irrelevant, or illegible.

Conclusions:

The quality of written feedback in medical education requires significant improvement.
Lack of time and discomfort with negative feedback impede quality.
Enhanced training for students and assessors in providing effective feedback is crucial.