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Improving the quality of written feedback using written feedback.

Maggie Bartlett1, James Crossley2, Robert McKinley1

  • 1a School of Medicine , Keele University , Stoke-on-Trent , Staffordshire , UK.

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Measuring educational feedback quality is feasible with a reliable tool. A quality improvement (QI) intervention demonstrably enhanced the quality of written feedback for medical trainees.

Keywords:
Feedbackeducational assessmentquality improvementundergraduate medical education

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Area of Science:

  • Medical Education
  • Quality Improvement Science

Background:

  • Educational feedback is a potent learning intervention.
  • Assessing the quality of written feedback is crucial for effective learning.

Purpose of the Study:

  • To develop and validate metrics for measuring written educational feedback quality.
  • To determine if a quality improvement (QI) intervention enhances feedback quality.

Main Methods:

  • Developed a QI instrument to assess written feedback quality for medical students.
  • Utilized generalizability theory to evaluate measurement characteristics of the QI score.
  • Implemented an uncontrolled intervention, providing QI profiles to tutors and comparing pre- and post-intervention scores.

Main Results:

  • A single assessor evaluating six feedback summaries achieved a reliability of 0.82.
  • Feedback quality improved for two years post-QI instrument introduction, stabilizing in the third year.
  • The QI process is cost-effective at an estimated £12 per practice annually.

Conclusions:

  • Measuring written educational feedback quality is reliable and cost-effective.
  • The QI intervention successfully improved the quality of educational feedback.
  • Routine implementation of QI processes is recommended to enhance educational feedback quality.