Zelenski Amy B, Tischendorf Jessica S, Kessler Michael, Saunders Scott, MacDonald Melissa M, Vogelman Bennett, Zakowski Laura
J Grad Med Educ. 2019 Aug;11(4):468-471. doi: 10.4300/JGME-D-19-00058.1.
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.
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.
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 coding scheme to determine how feedback comments changed after the session.
Faculty from 7 divisions participated (n = 157). We surveyed 139 participants postsession and 55 (40%) responded. Fifty-three participants (96%) reported learning new information. To more thoroughly assess behavioral changes, we analyzed 5976 feedback comments for students, residents, and fellows written by 22 randomly selected participants before the session and compared these to 5653 comments written by the same participants 1 to 12 months postsession. Analysis demonstrated improved feedback content; comments providing nonspecific next steps decreased, and comments providing specific next steps, reasons why, and outcomes increased.
Combining the learning of a simple feedback framework with an immediate review of written comments that individual faculty members previously provided learners led to measured improvement in written comments.
高质量的反馈对于学习者的发展至关重要。当聚焦于行为时，反馈最为有效，并且还应向学习者提供具体的后续步骤和预期结果。许多教员在提供这种高质量反馈方面存在困难。
为提高医学系教员书面反馈的质量，我们开展了一次为时1小时的培训，采用了基于教育文献的新颖框架、对先前撰写的反馈进行个人回顾以及针对撰写评语的刻意练习。
培训于2015年8月至2018年6月期间进行。参与者为教授医学生、住院医师和/或研究员的教员。为衡量我们干预措施的效果，我们对参与者进行了调查，并使用先验编码方案来确定培训后反馈评语如何变化。
来自7个科室的教员参与其中（n = 157）。我们在培训后对139名参与者进行了调查，55人（40%）做出了回应。53名参与者（96%）报告学到了新信息。为更全面地评估行为变化，我们分析了22名随机挑选的参与者在培训前为学生、住院医师和研究员撰写的5976条反馈评语，并将其与这些参与者在培训后1至12个月撰写的5653条评语进行比较。分析表明反馈内容有所改善；提供非具体后续步骤的评语减少，而提供具体后续步骤、原因及结果的评语增加。
将学习一个简单的反馈框架与即时回顾教员个人之前给学习者的书面评语相结合，使得书面评语有了可衡量的改进。
