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DMAIC-ing a Difference: Improving Formative Feedback in Clinical Clerkships.

Ajleeta Nestani1, Benjamin Beduhn2, Carrie Tamarelli3

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Improving medical education, a task force enhanced formative feedback quality for students using the DMAIC method. Interventions like QR codes and faculty education boosted high-quality feedback frequency.

Keywords:
clinical rotationsformative feedbackquality improvement\

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Area of Science:

  • Medical Education
  • Quality Improvement

Background:

  • Formative feedback is crucial in medical education but often lacks consistent quality, timeliness, and depth.
  • A need was identified to enhance the feedback process for medical students during clinical rotations.

Purpose of the Study:

  • To improve the quantity and quality of formative feedback provided to medical students.
  • Utilized the Define-Measure-Analyse-Improve-Control (DMAIC) methodology for systematic improvement.

Main Methods:

  • A task force with rotation representatives was established, meeting biweekly for a year.
  • Identified barriers through stakeholder engagement and focus groups, implementing solutions like QR codes, shortened forms, and increased faculty education.
  • Defined high-quality feedback as achieving a Quality of Assessment for Learning score ≥ 4.

Main Results:

  • The completion rate of formative feedback forms remained stable at 73.4%.
  • Interventions significantly increased the frequency of high-quality feedback from 37.5% to 59.4% (p=0.01).
  • Improvements in feedback quality were observed across all clinical rotations.

Conclusions:

  • A task force approach, coupled with enhanced faculty education and simplified feedback forms, effectively improved the quality of formative feedback.
  • The implemented strategies maintained the quantity of feedback while significantly elevating its quality.