The effect of feedback on students’ abilities to write daily progress notes

Niehaus, Amy H.; York, Nancy L.; DaRosa, Debra A.; Markwell, Stephen; Folse, Roland

doi:10.1080/10401339509539720

Cited by 3 publications

(12 citation statements)

References 4 publications

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“…Of the 23 included articles, 11 used comments, 21,22,[27][28][29][30][31][32]34,36,38 9 used a rubric, [17][18][19][20][21][22][35][36][37] 6 used a checklist, [23][24][25][26]36,38 2 used traditional grading scales, 22,27 and 3 tested novel feedback systems. 30,33,39 Checklists and rubrics can provide clear, objective feedback and often do not require prior knowledge of the patient or assignment.…”

Section: Reviewmentioning

confidence: 99%

“…18,20,36 In addition, personalized feedback provided via comments in 11 of 23 articles was deemed helpful. 21,22,[27][28][29][30][31][32]34,36,38 Our search did not identify any comparative studies between the perception and impact of feedback tools, including rubrics and checklists, compared with traditional, personalized commentary feedback. Interestingly, regardless of the degree of personalization of feedback, 1 study demonstrated that even nonpersonalized feedback was better than no feedback.…”

Section: Reviewmentioning

confidence: 99%

“…[17][18][19][20][21][22][23]27,28,31,[35][36][37][38] Of the 7 studies that used real patient notes, feedback often had greater variability, largely dependent on feedback provider time, and may have introduced more provider subjectivity. [24][25][26]29,30,34 Theme 4: Feedback providers and recipients benefit from having prior training on providing and receiving feedback…”

Section: Reviewmentioning

confidence: 99%

“…In total, 15 of the 23 studies included sequential or iterative forms of feedback; we defined this form of feedback as consisting of multiple rounds of feedback on the same note or new notes during a specific period. 17,19,20,22,24,26,28,29,31,32,34,35,[37][38][39] Of those 15 studies, 9 resulted in perceived improvement in writing abilities, 17,19,20,22,31,32,35,37,39 with 6 leading to objectively improved notes. 24,26,28,29,34,38 Time spent reviewing a student's note and providing feedback was cited as 9 to 15 minutes.…”

Section: Documentmentioning

confidence: 99%

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How Do Learners Receive Feedback on Note Writing? A Scoping Review

Hansen,

Klute,

Yadav

et al. 2024

Acad Med

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Purpose The literature assessing the process of note-writing based on gathered information is scant. This scoping review investigates methods of providing feedback on learners’ note-writing abilities. Method Scopus and Web of Science were searched for studies that investigated feedback on student notes or reviewed notes written on an information or data-gathering activity in health care and other fields in August 2022. Of 426 articles screened, 23 met the inclusion criteria. Data were extracted on the article title, publication year, study location, study aim, study design, number of participants, participant demographics, level of education, type of note written, field of study, form of feedback given, source of the feedback, and student or participant rating of feedback method from the included articles. Then possible themes were identified and a final consensus-based thematic analysis was performed. Results Themes identified in the 23 included articles were as follows: (1) learners found faculty and peer feedback beneficial; (2) direct written comments and evaluation tools, such as rubrics or checklists, were the most common feedback methods; (3) reports on notes in real clinical settings were limited (simulated clinical scenarios in preclinical curriculum were the most studied); (4) feedback providers and recipients benefit from having prior training on providing and receiving feedback; (5) sequential or iterative feedback was beneficial for learners but can be time intensive for faculty and confounded by maturation effects; and (6) use of technology and validated assessment tools facilitate the feedback process through ease of communication and improved organization. Conclusions The various factors influencing impact and perception of feedback include the source, structure, setting, use of technology, and amount of feedback provided. As the utility of note-writing in health care expands, studies are needed to clarify the value of note feedback in learning and the role of innovative technologies in facilitating note feedback.

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Section: Reviewmentioning

confidence: 99%

Section: Reviewmentioning

confidence: 99%

Section: Reviewmentioning

confidence: 99%

Section: Documentmentioning

confidence: 99%

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How Do Learners Receive Feedback on Note Writing? A Scoping Review

Hansen,

Klute,

Yadav

et al. 2024

Acad Med

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“…Mahasiswa yang menerima umpan balik tertulis dalam bentuk formulir lembar kemajuan mahasiswa menunjukkan mereka lebih mudah menyelesaikan tugas pembuatan status kardiovaskuler dan rencana penanganan Herlina ISW & Diana CD, Peran Umpan Balik Bagi Mahasiswa Kedokteran dibandingkan dengan kelompok kontrol. 17 Kartu laporan pertemuan (encounter card) yang digunakan di McMaster University telah dimodifikasi sesuai situasi di Texas University, USA. Dari kartu ini, mahasiswa kedokteran tahun ketiga menerima umpan balik dari staf dosen, teman dan residen selama kegiatan 12 minggu di bagian bedah.…”

Section: Umpan Balik Berbentuk Tulisanunclassified

Peran Umpan Balim Bagi Mahasiswa Kedokteran

Wungouw

Doda

2012

JPKI

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Background: Feedback is an important part in teaching and learning process that serve as a catalyst to enhance learners’ achievement. In medical education, the importance of feedback has been recognized for learners at all level; undergraduate and postgraduate, in preclinical and clinical phases for more that twenty years. This literature review wants to explore what is the effective feedback for medical students and what are the factors that affect giving feedback?Method: Relevant literatures are selected as basis of recommendations on giving feedback in medical education.Results: The eighteen articles that fulfill the inclusion criteria have been collected from several resources include Medline, Pubmed and ERIC databases. Characteristics of effective feedback have been identified from those articles include positive, specific, private, well-timing, non-judgmental, interaction with sender, immediately given, from expert content, simple, and task oriented. While the factors affect giving feedback fall into four topics: the content of feedback, the method of delivery, sender credibility and training.Conclusion: Feedback in medical education has an essential role to enhance students’ learning behavior. Four factors that were affecting feedback delivery are content of the feedback, feedback delivery method, feedback provider’s credibility, and also training in feedback delivery.

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Is feedback to medical learners associated with characteristics of improved patient care?

Hayes¹,

Bing-You²,

Varaklis³

et al. 2017

Perspect Med Educ

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PurposeTo investigate the association of medical learner feedback with patient management and outcomes.MethodsThe authors investigated 27 articles that utilized patient data or chart reviews as a subset of a prior feedback scoping review. Data extraction was completed by two authors and all authors reviewed the descriptive data analysis.ResultsThe studies were predominantly short-term investigations conducted in the US at academic teaching hospitals (89%) with one medical discipline (78%), most commonly internal medicine (56%). Patient-related outcomes primarily involved improved documentation (26%) and adherence to practice guidelines (19%) and were mostly measured through chart reviews (56%) or direct observation (15%). The primary method of feedback delivery involved a written format (30%). The majority of the studies showed a positive effect of feedback on the patient-oriented study outcomes (82%), although most involved a non-rigorous study design.ConclusionsPublished studies focusing on the relationship between medical learner feedback and patient care are sparse. Most involve a single discipline at a single institution and are of a non-rigorous design. Measurements of improved patient outcomes are restricted to changes in management, procedures and documentation. Well-designed studies that directly link learner feedback to patient outcomes may help to support the use of feedback in teaching clinical outcomes improvement in alignment with competency-based milestones.Electronic supplementary materialThe online version of this article (10.1007/s40037-017-0375-8) contains supplementary material, which is available to authorized users.

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The effect of feedback on students’ abilities to write daily progress notes

Cited by 3 publications

References 4 publications

How Do Learners Receive Feedback on Note Writing? A Scoping Review

How Do Learners Receive Feedback on Note Writing? A Scoping Review

Peran Umpan Balim Bagi Mahasiswa Kedokteran

Is feedback to medical learners associated with characteristics of improved patient care?

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