Beyond "Read More": An Intervention to Improve Faculty Written Feedback to Learners.

ABSTRACT:

Background

High-quality feedback is necessary for learners' development. It is most effective when focused on behavior and should also provide learners with specific next steps and desired outcomes. Many faculty struggle to provide this high-quality feedback.

Objective

To improve the quality of written feedback by faculty in a department of medicine, we conducted a 1-hour session using a novel framework based on education literature, individual review of previously written feedback, and deliberate practice in writing comments.

Methods

Sessions were conducted between August 2015 and June 2018. Participants were faculty members who teach medical students, residents, and/or fellows. To measure the effects of our intervention, we surveyed participants and used an a priori

SUBMITTER: Zelenski AB 

PROVIDER: S-EPMC6699542 | biostudies-literature | 2019 Aug

REPOSITORIES: biostudies-literature