Salerno Stephen M, Jackson Jeffrey L, O'Malley Patrick G
Department of Medicine, Tripler Army Medical Center, Honolulu, Hawaii 96859-5000, USA.
J Gen Intern Med. 2003 Oct;18(10):831-4. doi: 10.1046/j.1525-1497.2003.20739.x.
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.
我们开展了一项前后对照研究,以评估三场90分钟的教师发展工作坊对门诊内科实习期间问诊书面反馈的影响。我们采用定性和半定量方法,对工作坊前的47次问诊和工作坊后的43次问诊进行编码,涉及9名带教教师和44名三年级学生。工作坊后,反馈陈述的平均数量从2.8条增加到3.6条(P = 0.06);具体反馈(P = 0.04)、形成性反馈(P = 0.03)和学生技能反馈(P = 0.01)有所增加,但态度反馈(P = 0.13)和纠正性反馈未增加(P = 0.41)。简短、互动式的教师发展工作坊可能会优化书面反馈,从而产生更多形成性的具体书面反馈意见。