Judy L Paukert1, Melanie L Richards, Cynthia Olney. 1. Department of Surgery, The University of Texas Health Science Center at San Antonio, 7703 Floyd Curl Dr., Mail Code 7737, San Antonio, TX 78229-3900, USA. paukert@uthscsa.edu
Abstract
BACKGROUND: Student satisfaction with the feedback process is essential for motivating students to improve their performance. METHODS: Third-year medical students participated in a system to increase feedback from faculty, fellows, and residents during a 12-week surgery clerkship. Each student received 40 encounter cards to solicit verbal and written feedback on specific domains of clinical performance. The clerkship evaluations from the intervention group (Fall 2000-2001) were compared with a historical control group (Fall 1999-2000) on seven feedback-related items. Effect sizes were calculated and two-tailed t tests performed to determine statistical significance. RESULTS: All seven items had effect sizes greater than 0.30 (range, 0.38 to 0.85). Differences between the two groups' scores were statistically significant for six items. CONCLUSIONS: Implementation of an encounter card system improved student satisfaction with the feedback process. Intervention group students perceived that faculty and residents had improved their understanding of history-taking, physical-examination, and decision-making skills.
BACKGROUND: Student satisfaction with the feedback process is essential for motivating students to improve their performance. METHODS: Third-year medical students participated in a system to increase feedback from faculty, fellows, and residents during a 12-week surgery clerkship. Each student received 40 encounter cards to solicit verbal and written feedback on specific domains of clinical performance. The clerkship evaluations from the intervention group (Fall 2000-2001) were compared with a historical control group (Fall 1999-2000) on seven feedback-related items. Effect sizes were calculated and two-tailed t tests performed to determine statistical significance. RESULTS: All seven items had effect sizes greater than 0.30 (range, 0.38 to 0.85). Differences between the two groups' scores were statistically significant for six items. CONCLUSIONS: Implementation of an encounter card system improved student satisfaction with the feedback process. Intervention group students perceived that faculty and residents had improved their understanding of history-taking, physical-examination, and decision-making skills.
Authors: Lalena M Yarris; Rongwei Fu; Joseph LaMantia; Judith A Linden; H Gene Hern; Cedric Lefebvre; David M Nestler; Janis Tupesis; Nicholas Kman Journal: Acad Emerg Med Date: 2011-05 Impact factor: 3.451
Authors: E A M Pelgrim; A W M Kramer; H G A Mokkink; L van den Elsen; R P T M Grol; C P M van der Vleuten Journal: Adv Health Sci Educ Theory Pract Date: 2010-06-18 Impact factor: 3.853