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Related Concept Videos

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing

Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
This therapeutic technique can also be used when a patient brings up pertinent information during a health-related conversation. The...
Sources of Self-Esteem II: Performance Feedback01:24

Sources of Self-Esteem II: Performance Feedback

Self-esteem is intricately tied to our perception of competence and our ability to exert control over our lives. One of the primary sources of this perception is performance feedback — the ongoing evaluation of our actions in terms of success and failure. According to Franks and Marolla (1976), people derive self-worth from experiencing themselves as causal agents, capable of achieving goals and overcoming obstacles. This process nurtures a critical component of self-esteem: self-efficacy,...
The Sense of Self: Reflected Self-Appraisal and Social Comparison02:57

The Sense of Self: Reflected Self-Appraisal and Social Comparison

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Interdisciplinary Care: The Health Care Team-II01:18

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Physical Therapist
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Related Experiment Video

Updated: May 21, 2026

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care
14:32

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Published on: February 16, 2011

Twice as Nice: A Two-Step Process Empowering Medical Students to Co-create narrative feedback.

Marjorie Westervelt1, Sarah Cavallaro2, Peter Boedeker1

  • 1Baylor College of Medicine, Houston, TX, United States.

Academic Medicine : Journal of the Association of American Medical Colleges
|May 20, 2026
PubMed
Summary

A novel two-step feedback process significantly improved the quantity and quality of narrative feedback in medical education. This method enhances feedback for students and faculty in clinical settings.

Keywords:
assessment for learningco-creationnarrative feedbackworkplace-based assessment

Related Experiment Videos

Last Updated: May 21, 2026

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care
14:32

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Published on: February 16, 2011

Area of Science:

  • Medical Education
  • Clinical Skills Assessment
  • Healthcare Professional Development

Background:

  • Narrative feedback is crucial for medical student performance evaluation in clinical settings.
  • Challenges exist in consistently providing high-quality narrative feedback.
  • Improving feedback mechanisms is essential for effective medical training.

Purpose of the Study:

  • To evaluate a "two-step process" for generating narrative feedback.
  • To assess the impact of this process on feedback quantity and quality.
  • To determine the feasibility of this co-creation method in medical education.

Main Methods:

  • Implemented a two-step process where students document verbal feedback, followed by faculty review and modification.
  • Compared feedback data from a baseline period (2022-2023) to the post-implementation period (2023-2024).
  • Quantified feedback quantity (word count, completion rates) and quality (behavior-based, specific examples, absence of trait-based language).

Main Results:

  • The two-step process increased median feedback word count at both institutions (BCM: 23 to 50; HMS: 75 to 119).
  • Feedback completion rates at HMS improved significantly (42% to 93%).
  • Instances of behavior-based feedback and specific clinical examples increased, while trait-based language decreased.

Conclusions:

  • A student-faculty co-creation feedback process is feasible and effective.
  • This method enhances both the quantity and quality of narrative feedback in clinical medical education.
  • Further research is needed on the impact of student involvement in feedback generation.