title: Interactive faculty development seminars improve the quality of written feedback in ambulatory teaching.
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.
authors.affiliation: Department of Medicine, Tripler Army Medical Center, Honolulu, Hawaii 96859-5000, USA. smsalerno@mindspring.com
authors.forename: Stephen M
authors.initials: SM
authors.lastname: Salerno
authors.forename: Jeffrey L
authors.initials: JL
authors.lastname: Jackson
authors.forename: Patrick G
authors.initials: PG
authors.lastname: O'Malley
mesh_terms: D000553:Ambulatory Care; D002982:Clinical Clerkship / Q000379:methods*; D016000:Cluster Analysis; D004493:Education; D005178:Faculty / Q000458:organization & administration*; D005260:Female; D006801:Humans; D007388:Internal Medicine / Q000193:education*; D008297:Male; D013334:Students; D013663:Teaching / Q000379:methods*; D014481:United States; D014956:Writing