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- W2064760674 abstract "Background: Feedback from learners is a critical tool for improving clinical learning experiences. Because it allows a broader range of responses than do traditional structured instruments, narrative feedback deserves a role unique and complementary to structured feedback, however, few studies have analyzed narrative feedback in the clerkship setting. Purpose: This article analyzes 4 years of narrative feedback given by students completing a required 3rd‐year family medicine clerkship and discusses how such information can expedite curriculum development. Methods: Three evaluators independently coded a sample of student narrative comments to arrive at consensus on a set of narrative codes and coded a 2nd set of narrative comments to develop the subset of these codes most frequently occurring in student comments. The 3 evaluators then utilized this abbreviated list to determine the frequency distribution of student narrative comments for all months not previously coded, and the significance of the frequency of each comment was compared to other comments using exact confidence intervals. Results: Comments from 234 students over 25 months of the clerkship were coded by the 3 evaluators, including 491 regarding best aspects of the clerkship, 450 regarding contributions of the clerkship to students’ undergraduate education, and 317 student suggestions regarding changes in the clerkship. The most frequently occurring comments concerning best aspects of the clerkship included the diversity of patients and experiences, preceptor qualities, and autonomy allowed students. Differential diagnosis, clinical decision making, and focused patient evaluation skills were among the most frequent comments regarding contributions of the clerkship; changes in didactic seminars and no changes suggested were among the most frequent comments in the area of suggested changes. Conclusions: We demonstrated a method to codify student narrative feedback to complement directed feedback. Narrative feedback has contributed to evaluating and improving the clerkship experience, has revealed the vital role community preceptors play in this clerkship, and has documented the unique competencies this clerkship experience has provided students." @default.
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- W2064760674 date "1996-01-01" @default.
- W2064760674 modified "2023-10-16" @default.
- W2064760674 title "Using narrative student feedback to evaluate the impact of a family medicine clerkship" @default.
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- W2064760674 doi "https://doi.org/10.1080/10401339609539787" @default.
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