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Making narrative feedback meaningful.

Alan M Hall1, Adam Gray2, John W Ragsdale2

  • 1Departments of Internal Medicine and Pediatrics, University of Kentucky College of Medicine, Lexington, Kentucky, USA.

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Summary
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A faculty development program significantly improved narrative written feedback for medical students. This intervention, combining general and individualized sessions, enhanced feedback quality by 23%.

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Area of Science:

  • Medical Education
  • Faculty Development
  • Clinical Skills Assessment

Background:

  • Narrative written feedback from faculty often lacks actionable insights for student improvement.
  • Inadequate feedback hinders student development and institutional use for evaluation and progression.
  • Individualized faculty development strategies for feedback quality are less explored than large-group formats.

Purpose of the Study:

  • To develop and evaluate a curriculum for improving narrative written feedback from Internal Medicine faculty to clerkship students.
  • To assess the impact of general and individualized faculty development on feedback quality.

Main Methods:

  • Utilized Kern's steps to design a faculty development curriculum.
  • Implemented general and one-on-one individualized faculty development sessions.
  • Employed a novel narrative feedback rubric for pre- and post-intervention assessment.

Main Results:

  • Narrative feedback scores improved from 3.7/6 to 4.6/6, a 23% increase.
  • The faculty development program demonstrated effectiveness in enhancing feedback quality.
  • Faculty were receptive to one-on-one feedback and the rubric was user-friendly.

Conclusions:

  • The developed faculty development program is effective and easily implementable for improving narrative feedback.
  • The study highlights the value of individualized faculty development and a structured rubric.
  • The program's success suggests potential for broader application across medical disciplines and graduate medical education.