Abstract
No previous studies have described how faculty give summative evaluations to learners on the medical wards. The aim of this study was to describe summative evaluations on the medical wards. Participants were students, house staff and faculty at the University of Pittsburgh. Ward rotation evaluative sessions were tape recorded. Feedback was characterized as to whether it was: (a) general or specific; (b) positive versus corrective; (c) elaborative or simple; and (d) for corrective feedback, if an action plan was discussed. 68 evaluation sessions were recorded. 86% of sessions included general, positive statements. On average, seven specific statements were made per feedback session: five were positive and two were corrective. 52% of comments were elaborated. In 41% of cases, the learner was given an action plan for improvement. During a summative evaluation faculty do not elaborate on the learner’s behavior. This is particularly true when giving corrective feedback.
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Acknowledgements
We would like to thank Drs. Frank Kroboth and Rosanne Granieri for their support of this work. Abstract Presented at the Annual Meeting of the Society of General Internal Medicine April 2005 This project was funded by the Division of General Internal Medicine education grant at the University of Pittsburgh
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Hasley, P.B., Arnold, R.M. Summative evaluation on the hospital wards. What do faculty say to learners?. Adv in Health Sci Educ 14, 431–439 (2009). https://doi.org/10.1007/s10459-008-9127-1
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DOI: https://doi.org/10.1007/s10459-008-9127-1