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Related Experiment Videos

From Talk to Text: Improving Feedback Concordance With a Simple Intervention.

Rachael Tesorero¹, Isabel J Hsu², Beth Holman³

¹Department of Emergency Medicine University of Michigan Ann Arbor Michigan USA.

AEM Education and Training

|June 8, 2026

Summary

This summary is machine-generated.

A simple verification question on assessments significantly improved medical student perceptions of feedback concordance. This easy strategy encourages supervisors to provide more actionable feedback to trainees.

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Area of Science:

Medical Education
Emergency Medicine
Healthcare Professional Development

Background:

High-quality, actionable feedback is crucial for learner development in emergency medicine (EM).
Medical students often report dissatisfaction with feedback due to quantity, vagueness, and discordance between verbal and written elements.
Educational scaffolds show potential for improving clinical feedback.

Purpose of the Study:

To assess the impact of a "stop and think" verification question on medical student feedback perception.
To determine if this intervention improves students' assessment of feedback quality and verbal-written feedback concordance.

Main Methods:

A verification question ("I discussed this feedback with the student.") was added to student assessments.
Compared pre-intervention (8 months, n=82) and post-intervention (5 months, n=49) assessment data.
Analyzed student perception survey data and qualitative feedback content.

Main Results:

Student ratings of overall feedback quality remained stable (62% vs. 74%).
Significant improvement in reporting verbal-written feedback concordance (72% to 87%, p < 0.001).
Proportion reporting >75% concordance increased from 37% to 67%.

Conclusions:

A verification question positively impacts student perception of feedback concordance.
This intervention does not alter feedback content or actionability.
The strategy is easy to implement and encourages supervisors to provide more feedback.