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Movement Retraining using Real-time Feedback of Performance
Published on: January 17, 2013
Oral versus written feedback in medical clinic
D M Elnicki1, R D Layne, P E Ogden
1Department of Medicine, West Virginia University, Morgantown 26506, USA.
Journal of General Internal Medicine
|April 16, 1998
Summary
Oral versus written feedback for resident performance yielded similar results. Focus on feedback frequency, not delivery format, may enhance medical education.
Area of Science:
- Medical Education Research
- Residency Training
- Clinical Performance Feedback
Background:
- Continuity clinics are crucial for resident training.
- Effective feedback mechanisms are essential for improving resident performance.
- The optimal format for delivering feedback remains an area of investigation.
Purpose of the Study:
- To compare resident perceptions of oral, face-to-face feedback versus written feedback regarding continuity clinic performance.
- To evaluate the impact of feedback delivery format on resident satisfaction and perceived quality.
Main Methods:
- A single-blind, randomized controlled trial was conducted in two university-based internal medicine residency clinics.
- Sixty-eight residents and their preceptors were randomized to receive either oral or written feedback.
- A validated feedback scale (alpha = .86) was developed from questionnaire responses to assess performance aspects.
Main Results:
- No significant differences were found in resident responses to individual feedback questions or overall scale means between oral and written feedback groups (p > .20).
- While one university showed a significant difference in scale means between universities, no intra-university differences were observed based on feedback format.
- Resident feedback perception was not significantly influenced by the delivery method (oral vs. written).
Conclusions:
- The format of feedback delivery (oral vs. written) did not significantly impact resident perceptions.
- Medical educators should consider prioritizing other feedback aspects, such as frequency, over the delivery method to enhance resident learning.
- Future interventions may yield greater improvements by focusing on the quantity and timing of feedback rather than its modality.
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