Received from the Department of Medicine: Tripler Army Medical Center (SMS), Honolulu, Hawaii; Uniformed Services University of the Health Sciences (SMS, JLJ, PGO), Bethesda, Md; Walter Reed Army Medical Center (PGO), Washington, DC.
Interactive Faculty Development Seminars Improve the Quality of Written Feedback in Ambulatory Teaching
Article first published online: 3 OCT 2003
Journal of General Internal Medicine
Volume 18, Issue 10, pages 831–834, October 2003
How to Cite
Salerno, S. M., Jackson, J. L. and O'Malley, P. G. (2003), Interactive Faculty Development Seminars Improve the Quality of Written Feedback in Ambulatory Teaching. Journal of General Internal Medicine, 18: 831–834. doi: 10.1046/j.1525-1497.2003.20739.x
The opinions or assertions contained herein are the private views of the authors and are not to be construed as official or as reflecting those of the Department of the Army or the Department of Defense.
Presented at the Society of General Internal Medicine Meeting in May 2002.
- Issue published online: 3 OCT 2003
- Article first published online: 3 OCT 2003
- faculty development
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.