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Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

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Faculty member feedback reports.

Amber Pincavage¹, Adam Cifu

¹The University of Chicago Pritzker School of Medicine, Chicago, Illinois, USA.

The Clinical Teacher

|January 22, 2015

Summary

This summary is machine-generated.

Targeted feedback improved medical student evaluations from low-performing faculty. Providing specific performance reports to faculty members enhanced the quality of written comments on student evaluations.

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Area of Science:

Medical Education
Faculty Development
Performance Improvement

Background:

Securing adequate written feedback on clerkship evaluations is a persistent challenge in medical education.
Interventions to enhance the quality and quantity of faculty written feedback on student evaluations are scarce in published literature.

Purpose of the Study:

To assess the impact of faculty feedback reports on the timeliness, grade distribution, and written comments in medical clerkship student evaluations.
To identify if providing performance data to faculty can improve the quality of student evaluations.

Main Methods:

Evaluation forms from one academic year were scored for timeliness, grade distribution, and written comments.
Faculty members received individualized feedback reports detailing their performance.
Evaluation forms were rescored the subsequent year to measure changes in the same criteria.

Main Results:

Overall timeliness, grade distribution, and comment quantity did not change significantly.
A subgroup of 'low-performing' faculty (21%) generated 75% of evaluations lacking comments.
Within this low-performing group, comprehensive comments increased from 7% to 36% after receiving feedback reports (p=0.006).

Conclusions:

A small cohort of underperforming faculty disproportionately contributes to inadequate student evaluations.
Targeted feedback reports for these faculty members were associated with improved evaluation quality.
This strategy shows promise for enhancing faculty feedback in medical education.