BACKGROUND: Written comments on encounter (i.e., feedback) cards have not been well studied. This study's purpose was to characterize written comments on encounter cards with space designated for an action plan. METHOD: In 2006, 127 core clerkship students returned 5,356 cards. Written comments were coded into domains and for the presence of feedback and action plans. Congruence between student-completed checklist domains and written comment domains was determined. RESULTS: Seventy-eight percent of cards had at least one intelligible comment. The mean number of domains per card was 1.8 (SD 1.0, range 1-9). Most cards (85%) had an action plan; fewer (54%) were specific. The prevalence of action plans in specific domains was about equal in instances when the student did and did not check the domain. CONCLUSIONS: Action plans are found on encounter cards but are less frequently specific. Faculty development should consider targeting action plan development.
BACKGROUND: Written comments on encounter (i.e., feedback) cards have not been well studied. This study's purpose was to characterize written comments on encounter cards with space designated for an action plan. METHOD: In 2006, 127 core clerkship students returned 5,356 cards. Written comments were coded into domains and for the presence of feedback and action plans. Congruence between student-completed checklist domains and written comment domains was determined. RESULTS: Seventy-eight percent of cards had at least one intelligible comment. The mean number of domains per card was 1.8 (SD 1.0, range 1-9). Most cards (85%) had an action plan; fewer (54%) were specific. The prevalence of action plans in specific domains was about equal in instances when the student did and did not check the domain. CONCLUSIONS: Action plans are found on encounter cards but are less frequently specific. Faculty development should consider targeting action plan development.