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Journal of General Internal Medicine

, Volume 18, Issue 10, pp 831–834 | Cite as

Interactive faculty development seminars improve the quality of written feedback in ambulatory teaching

  • Stephen M. Salerno
  • Jeffrey L. Jackson
  • Patrick G. O’Malley
Innovations In Education And Clinical Practice

Abstract

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.

Key words

feedback ambulatory teaching faculty development 

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Copyright information

© Society of General Internal Medicine 2003

Authors and Affiliations

  • Stephen M. Salerno
    • 1
    • 2
  • Jeffrey L. Jackson
    • 2
  • Patrick G. O’Malley
    • 2
    • 3
  1. 1.Department of Medicine (MCHK-DM)Tripler Army Medical CenterHonolulu
  2. 2.Uniformed Services University of the Health SciencesBethesda
  3. 3.Walter Reed Army Medical CenterWashington, DC

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