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Beyond "Read More": An Intervention to Improve Faculty Written Feedback to Learners
Journal of Graduate Medical Education
|August 24, 2019
Summary
Faculty training improved written feedback quality by focusing on behavior and specific outcomes. This intervention enhanced constructive comments for medical learners, demonstrating measurable improvements in feedback content and delivery.
Area of Science:
- Medical Education
- Healthcare Professional Development
Background:
- High-quality feedback is crucial for learner development, emphasizing behavior-specific, actionable advice.
- Faculty often face challenges in delivering effective, high-quality feedback.
- Effective feedback should include specific next steps and desired outcomes.
Purpose of the Study:
- To enhance the quality of written feedback provided by faculty within a medical department.
- To implement a novel framework combining educational literature, individual feedback review, and deliberate practice.
- To assess the impact of a targeted educational intervention on faculty feedback practices.
Main Methods:
- A 1-hour educational session was delivered to faculty members.
- Participants included faculty teaching medical students, residents, and fellows.
- Feedback comments were analyzed pre- and post-intervention using a coding scheme to measure changes.
Main Results:
- Analysis of 5,976 pre- and 5,653 post-intervention comments showed significant improvements.
- Nonspecific feedback decreased, while comments with specific next steps, rationale, and outcomes increased.
- 96% of surveyed participants reported learning new, valuable information.
Conclusions:
- A concise feedback framework, coupled with personalized review of past comments, measurably improved faculty feedback.
- The intervention led to more specific and outcome-oriented written feedback for learners.
- This approach offers a practical strategy for enhancing feedback quality in medical education.
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