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Updated: Jul 1, 2026
14:32
Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care
Published on: February 16, 2011
Fostering conversation and co-regulation: how medical students experience co-creating narrative feedback
Sarah C Cavallaro1, Michael D Fishman1, Kate Dorney1
1Harvard Medical School, Boston, MA, United States.
Summary
Co-creating narrative feedback with faculty enhances medical students' learning experiences. This collaborative approach improves feedback quality, fosters safer relationships, and promotes self-directed learning and clinical performance.
Area of Science:
- Medical Education
- Feedback Mechanisms
- Student Learning
Background:
- Narrative feedback in medical education is often unidirectional, from faculty to student.
- Engaging students in feedback creation is crucial given its formative and summative roles.
Purpose of the Study:
- To explore medical students' experiences with co-creating narrative feedback with faculty.
- To understand the impact of student involvement in feedback generation.
Main Methods:
- A novel system for co-creating narrative feedback was implemented in an advanced pediatric emergency medicine elective.
- The study involved 12 medical students and analyzed 172 instances of feedback.
- Thematic analysis of semi-structured interviews informed the findings.
Main Results:
- Co-creation led to higher quality oral and narrative feedback.
- Students reported improved rapport with faculty and safer feedback relationships.
- The process fostered increased self-direction, goal setting, and reflection.
Conclusions:
- Engaging students in co-creating narrative feedback can enhance clinical performance.
- This approach may improve students' self-regulated learning strategies.
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