Feedback, Evaluation, Clerkship, Medical Students
Medicine and Health Sciences
Background: Effective feedback is an important part of formative evaluation of clerkship students, improving student performance by increasing awareness to weaknesses and strengths.
Aim: The aim of this study was to obtain more helpful feedback.
Setting: Internal Medicine third year clerkship rotation at Joan C Edwards School of Medicine, Huntington, WV.
Participants: The Internal Medicine department has fifty-nine general and subspecialty faculty physicians.
Program Description: We changed the structure of the existing feedback form by requesting written comments at the beginning and asking for specific strengths and areas for improvement, educated faculty, and gave them a milestones card. Three reviewers independently ranked written feedback according to a rubric. We compared the quantity of either helpful or unhelpful feedback obtained during the 2016 and 2017 academic years with that obtained in the first rotation of 2018-2019.
Program Evaluation: With our intervention, helpful comments increased from 33.8% to 79.2%. A Kappa statistic revealed a lack of bias of the reviewers.
Discussion: A small change in the evaluation form along with an educational intervention and milestones card improved the quantity of helpful feedback given to students in the Internal Medicine clerkship.
Thompson, Landon; Hettlinger, Marc; and Goebel, Lynne J.
"An Intervention to Improve the Evaluation of Clerkship Students,"
Marshall Journal of Medicine:
1, Article 6.
Available at: https://mds.marshall.edu/mjm/vol6/iss1/6