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.
feedback ambulatory teaching faculty development
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