Faculty Collaboration Database

Interactive faculty development seminars improve the quality of written feedback in ambulatory teaching. J Gen Intern Med 2003 Oct;18(10):831-4

Date

10/03/2003

Pubmed ID

14521646

Pubmed Central ID

PMC1494931

DOI

10.1046/j.1525-1497.2003.20739.x

Scopus ID

2-s2.0-0142088729 (requires institutional sign-in at Scopus site)   44 Citations

Abstract

We performed a pre-post study of the impact of three 90-minute faculty development workshops on written feedback from encounters during an ambulatory internal medicine clerkship. We coded 47 encounters before and 43 after the workshops, involving 9 preceptors and 44 third-year students, using qualitative and semiquantitative methods. Postworkshop, the mean number of feedback statements increased from 2.8 to 3.6 statements (P =.06); specific (P =.04), formative (P =.03), and student skills feedback (P =.01) increased, but attitudinal (P =.13) and corrective feedback did not (P =.41). Brief, interactive, faculty development workshops may refine written feedback, resulting in more formative specific written feedback comments.

Author List

Salerno SM, Jackson JL, O'Malley PG

Author

Jeffrey L. Jackson MD Professor in the Medicine department at Medical College of Wisconsin

MESH terms used to index this publication - Major topics in bold

Ambulatory Care
Clinical Clerkship
Cluster Analysis
Education
Faculty
Female
Humans
Internal Medicine
Male
Students
Teaching
United States
Writing