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Soliciting narrative comments by competency domain on in-training evaluation reports improved the quality of feedback for medical students. This structural change to assessment forms enhanced comment specificity and addressed more competencies, aiding learner development.

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Area of Science:

  • Medical Education
  • Clinical Assessment
  • Competency-Based Education

Background:

  • In-training evaluation reports are crucial for assessing clinical learners' competence.
  • Current narrative comments lack specificity, hindering effective learning guidance.
  • Improved feedback strategies are needed to enhance the utility of these reports.

Purpose of the Study:

  • To evaluate the impact of soliciting narrative comments by competency domain on the quality of feedback in medical student assessments.
  • To compare the specificity and usefulness of comments generated by a revised assessment form versus a traditional one.

Main Methods:

  • A pre-post study design was employed, comparing two assessment forms over two academic years.
  • Content analysis was used to evaluate narrative comments from 60 purposively sampled students.
  • Comment quality was assessed based on word count, competencies addressed, and reinforcing/constructive content.

Main Results:

  • The revised assessment form elicited more narrative comments and addressed a greater number of competencies.
  • A decrease in the proportion of constructive comments was observed with the revised form.
  • Structural changes to the assessment form improved certain quality measures of narrative feedback.

Conclusions:

  • Modifying medical student assessment forms to include competency-specific narrative comments can enhance feedback quality.
  • Further research is required to understand how learners utilize this improved feedback for clinical practice development.