scholarly journals Beyond “Read More”: An Intervention to Improve Faculty Written Feedback to Learners

2019 ◽  
Vol 11 (4) ◽  
pp. 468-471
Author(s):  
Amy B. Zelenski ◽  
Jessica S. Tischendorf ◽  
Michael Kessler ◽  
Scott Saunders ◽  
Melissa M. MacDonald ◽  
...  
Keyword(s):  
A Priori ◽  
Faculty Members ◽  
Written Feedback ◽  
High Quality ◽  
Written Comments ◽  
Quality Feedback ◽  
New Information ◽  
Feedback Content ◽  
Simple Feedback

ABSTRACT Background High-quality feedback is necessary for learners' development. It is most effective when focused on behavior and should also provide learners with specific next steps and desired outcomes. Many faculty struggle to provide this high-quality feedback. Objective To improve the quality of written feedback by faculty in a department of medicine, we conducted a 1-hour session using a novel framework based on education literature, individual review of previously written feedback, and deliberate practice in writing comments. Methods Sessions were conducted between August 2015 and June 2018. Participants were faculty members who teach medical students, residents, and/or fellows. To measure the effects of our intervention, we surveyed participants and used an a priori coding scheme to determine how feedback comments changed after the session. Results Faculty from 7 divisions participated (n = 157). We surveyed 139 participants postsession and 55 (40%) responded. Fifty-three participants (96%) reported learning new information. To more thoroughly assess behavioral changes, we analyzed 5976 feedback comments for students, residents, and fellows written by 22 randomly selected participants before the session and compared these to 5653 comments written by the same participants 1 to 12 months postsession. Analysis demonstrated improved feedback content; comments providing nonspecific next steps decreased, and comments providing specific next steps, reasons why, and outcomes increased. Conclusions Combining the learning of a simple feedback framework with an immediate review of written comments that individual faculty members previously provided learners led to measured improvement in written comments.

scholarly journals Advancing Our Understanding of Narrative Comments Generated by Direct Observation Tools: Lessons From the Psychopharmacotherapy-Structured Clinical Observation

2019 ◽  
Vol 11 (5) ◽  
pp. 570-579 ◽  
Author(s):  
John Q. Young ◽  
Rebekah Sugarman ◽  
Eric Holmboe ◽  
Patricia S. O'Sullivan
Keyword(s):  
Direct Observation ◽  
Clinical Observation ◽  
High Quality ◽  
Written Comments ◽  
Checklist Score ◽  
Observation Tools ◽  
Assess Quality ◽  
The Relationship ◽  
Narrative Comments

ABSTRACT Background While prior research has focused on the validity of quantitative ratings generated by direct observation tools, much less is known about the written comments. Objective This study examines the quality of written comments and their relationship with checklist scores generated by a direct observation tool, the Psychopharmacotherapy-Structured Clinical Observation (P-SCO). Methods From 2008 to 2012, faculty in a postgraduate year 3 psychiatry outpatient clinic completed 601 P-SCOs. Twenty-five percent were randomly selected from each year; the sample included 8 faculty and 57 residents. To assess quality, comments were coded for valence (reinforcing or corrective), behavioral specificity, and content. To assess the relationship between comments and scores, the authors calculated the correlation between comment and checklist score valence and examined the degree to which comments and checklist scores addressed the same content. Results Ninety-one percent of the comments were behaviorally specific. Sixty percent were reinforcing, and 40% were corrective. Eight themes were identified, including 2 constructs not adequately represented by the checklist. Comment and checklist score valence was moderately correlated (Spearman's rho = 0.57, P < .001). Sixty-seven percent of high and low checklist scores were associated with a comment of the same valence and content. Only 50% of overall comments were associated with a checklist score of the same valence and content. Conclusions A direct observation tool such as the P-SCO can generate high-quality written comments. Narrative comments both explain checklist scores and convey unique content. Thematic coding of comments can improve the content validity of a checklist.

scholarly journals Quality of Written Feedback given to Medical Students after Introduction of Real-Time Audio Monitoring of Clinical Encounters

2020 ◽  
Author(s):  
Michael Sanatani ◽  
Kylea Potvin ◽  
Henry Conter ◽  
Andrew Warner ◽  
Kimberly Trudgeon
Keyword(s):  
Real Time ◽  
Body Language ◽  
Written Feedback ◽  
Feedback Process ◽  
Patient Encounter ◽  
High Quality ◽  
Usual Practice ◽  
Clinical Encounters ◽  
Easy Integration

Abstract Background Direct observation is necessary for specific and actionable feedback, however clinicians often struggle to integrate observation into their practice. Remotely audio-monitoring trainees for periods of time may improve the quality of written feedback given to them, and may be a minimally disruptive task for a consultant to perform in a busy clinic.Methods Selected faculty used a wireless audio receiver during the second half of students' oncology rotations to listen to encounters during clinic in real time. They then gave written feedback as per usual practice, as did faculty who did not use the listening-in intervention. Feedback was de-identified and rated, using a rubric, as strong/medium/weak according to consensus of 2/3 rating investigators.Results Monitoring faculty indicated that audio monitoring made the feedback process easier and increased confidence in 95% of encounters. Most students (19/21 respondents) felt monitoring contributed positively to their learning, and included more useful comments. 101 written evaluations were completed by 7 monitoring and 19 non-monitoring faculty. 22/23 (96%) of feedback after monitoring was rated as high quality, compared to 16/37 (43%) (p<0.001) for monitoring faculty before using the equipment (and 20/78 (26%) without monitoring for all consultants (p<0.001)).Conclusions Using live audio monitoring improved the quality of written feedback given to trainees, as judged by the trainees themselves and also using an exploratory grading rubric. The method was well received by both faculty and trainees. Although there are limitations compared to in-the-room observation (body language), the benefits of easy integration into clinical practice and a more natural patient encounter without the observer physically present lead the authors to now use this method routinely while teaching oncology students.

Patient-Reported Outcomes in Sinonasal and Skull Base Malignancy: An Assessment of Study Quality and Clinical Relevance

2020 ◽  
Vol 34 (6) ◽  
pp. 822-829
Author(s):  
Kody G. Bolk ◽  
Kelly A. Roth ◽  
Arun Sharma ◽  
Dana L. Crosby
Keyword(s):  
Quality Of Life ◽  
Skull Base ◽  
Patient Reported Outcomes ◽  
A Priori ◽  
High Quality ◽  
Exclusion Criteria ◽  
Future Studies ◽  
Patient Reported ◽  
Specific Symptoms

Background Sinonasal and skull base malignancies can cause significant adverse effects on functional status and survival. Objective The goal of this study was to systematically review the published literature of patient-reported outcomes pertaining to treatment of sinonasal and skull base malignancy. Methods A systematic literature search of Medline was conducted with PubMed to identify studies that assessed patient-reported outcomes in patients with sinonasal or skull base malignancy. Patient-reported outcomes studies with at least 10 patients published in English from January 2000 to April 2017 were included. Criteria from International Society for Quality of Life guidelines and criteria unique to sinonasal and skull base malignancies were used to calculate a composite score for each article. Studies with the top 33% of scores were categorized as high quality articles. Results Twenty-two articles met inclusion/exclusion criteria. Three studies (14%) reported a priori hypothesis. Eleven (50%) assessed specific quality of life domains and 10 studies (45%) performed statistical analysis on these domains. Specific symptoms were assessed in up to 32% of studies. Eight studies were characterized as high quality; these studies had higher sample sizes and more often assessed patient-reported outcomes prior to treatment compared to low quality studies. Conclusions The goal of the current study was to evaluate the quality of the current patient-reported outcomes literature on sinonasal and skull base malignancies. Areas of improvement for future studies include analysis of individual domains and disease-specific symptoms, reporting a priori hypotheses, and collecting preoperative and longitudinal patient-reported outcomes data.

scholarly journals A peer evaluation training results in high-quality feedback, as measured over time in nutritional sciences graduate students

2020 ◽  
Vol 44 (2) ◽  
pp. 203-209
Author(s):  
Olivia S. Anderson ◽  
Noura El Habbal ◽  
Dave Bridges
Keyword(s):  
Intervention Group ◽  
Control Group ◽  
Peer Evaluation ◽  
High Quality ◽  
Professional Skills ◽  
Peer Evaluations ◽  
Quality Feedback ◽  
Evaluation Training ◽  
Nutritional Sciences

Peer evaluation skills are not typically taught to students, yet they are expected to provide high-quality feedback to their peers. Gameful learning, a pedagogy supporting student-driven learning, can further reinforce the development of peer evaluation skills, if students are motivated to improve upon them. To better understand the effects of a peer evaluation training on the quality of student-generated peer evaluations, we scored peer evaluations from two cohorts taking a graduate-level nutritional sciences class using gameful learning pedagogy. The intervention group completed a peer evaluation training before engaging in peer reviews, while the control group did not. The training included two readings, a video, and reflection questions. The peer evaluations submitted by both the intervention and control groups were assessed on a validated rubric. The peer evaluation training had a positive effect on the quality of the submitted peer evaluations. The intervention group had a 10.8% higher score on its first submitted peer evaluation compared with controls ( P = 0.003). The intervention group improved the quality of its future submissions by a further 8.9%, whereas the controls did not continue to improve substantially ( P < 0.001). Overall, peer review training enhanced the quality of peer evaluations and allowed students to develop professional skills that they can utilize in any biomedical profession. Our results highlight the importance of peer evaluation training in combination with repeated practice and student-driven learning brought forth by gameful learning pedagogy in improving the quality of evaluations and developing professional skills.

INTEGRATION OF MASS OPEN ONLINE COURSES IN THE EDUCATIONAL PROCESS OF A PEDAGOGICAL UNIVERSITY

2020 ◽  
Vol 88 (3) ◽  
pp. 111-123
Author(s):  
Ilia V. Kudinov ◽  
◽  
Gulnara F. Kudinova ◽  
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Human Life ◽  
A Priori ◽  
Learning Technologies ◽  
Educational Process ◽  
Modern World ◽  
High Quality ◽  
Higher Education System

The relevance of the problem stated in the article is due to the fact that the role and functions of higher education institutions is fundamentally changing nowadays. It happens thanks to breakthrough IT solutions in various areas of human life, the development of online learning technologies, and the increased need for fast and highly specialized education. This is primarily due to the demands of the time – the transformation of the modern world economy towards digitalization. The purpose of the work was to obtain objective information about the effectiveness of the use of innovative forms in the educational process of higher education. The implementation of the priority project in the field of education "Modern digital educational environment in the Russian Federation" allowed us to deploy a national Internet platform with the possibility of integrating mass open online courses (MOOCs) into the educational process. This approach has opened up new opportunities for universities to implement online educational programs and use Internet technologies to form individual educational trajectories of students. A priori, the high quality of moocs was declared and, as a result, the high quality of students educational results. However, there were no separate studies on the quality of students' competence formation. The article considers models for organizing the educational process in higher education using mass open online courses, describes the experience of the Bashkir state pedagogical University named after M. Akmulla as a specialized pedagogical university, considers private methods for online and offline training in the higher education system, and presents experimental data on the introduction of online lectures as an element of MOOCs in the educational process of a pedagogical university. The authors as well studied the students' opinions about new forms of education.

Improving feedback for hematologists and oncologists in training.

2021 ◽  
Vol 39 (15_suppl) ◽  
pp. 11025-11025
Author(s):  
Ilana Schlam ◽  
Sarah Sewaralthahab ◽  
Monica Peravali ◽  
Calvin Chou ◽  
Timothy D. Gilligan ◽  
...  
Keyword(s):  
Pilot Study ◽  
Interpersonal Skills ◽  
Fellowship Program ◽  
Post Intervention ◽  
High Quality ◽  
Effective Feedback ◽  
Protected Time ◽  
Quality Feedback ◽  
Giving Feedback

11025 Background: Feedback is an integral part of the learning process, allowing learners to remain on course in reaching competence in clinical, research, and interpersonal skills. However, the impact of teaching feedback during hematology-oncology training has not been studied. We aimed to identify barriers in delivering and receiving high-quality feedback in our fellowship program and to create a curriculum aimed at teaching fellows and faculty how to engage in more effective feedback conversations. Methods: This pilot study aimed at determining and addressing perceived barriers to high-quality feedback in the hematology-oncology fellowship program. A pre-intervention questionnaire, consisting of Likert scale and open-ended questions, was administered to identify barriers to giving feedback and to assess satisfaction with the quality of feedback received in our fellowship program. The results of the baseline questionnaire were utilized to build a virtual interactive three-session workshop provided by the ASCO Quality Training Program in which the importance of feedback and methods of providing effective feedback were taught. Topics included feedback set-up, low-inference observation, and a structured approach to reinforcing and modifying feedback. One month after the intervention the participants completed a follow up questionnaire. This project was developed through the ASH Medical Educators Institute. Results: Each questionnaire was completed by 11 participants. The two main barriers to high-quality feedback identified were the discomfort with both giving and receiving feedback, and the lack of protected time. At baseline only 54% of the participants reported they were comfortable giving feedback, increasing to 81% post- intervention. Pre-intervention, 81% of participants reported they did not have protected time for feedback, decreasing to 64% after the intervention and institution of weekly protected time for feedback. Half of the participants reported that the feedback was not actionable in the initial questionnaire, decreasing to 10% post-intervention. Overall, fellows reported that their feedback was mostly focused on notes, followed by presentations and interpersonal skills. Faculty reported that most of the feedback they received was about time management and patient care. Conclusions: This pilot study helped address a major barrier to improvement and growth within our training program and confirmed that feedback skills must be taught and practiced. A 6-hour virtual workshop showed tangible results in the satisfaction with and quality of feedback given to both fellows and faculty. Our findings are salient as we completed the intervention during the COVID pandemic. Limitations of the study include its single-institutional design and sample size. A major challenge anticipated is sustainability, which will be addressed by maintaining periodic lectures and assigning protected time for feedback.

Educating Graduate Students

2012 ◽  
Vol 14 (2) ◽  
pp. 134-139
Author(s):  
Bertram P. Karon ◽  
Anmarie J. Widener
Keyword(s):  
Graduate Students ◽  
Department Chair ◽  
Graduate Training ◽  
Faculty Members ◽  
Clinical Observations ◽  
New Information ◽  
The Difference ◽  
Intellectual Creativity

Excitement, the strong positive affect engendered by new information, plays a key role in creative learning. The department chair noted as problematic for all programs that very few of our graduate students became faculty at major universities. But many of the students of Karon did become faculty at major universities, one index of quality of graduate training, as well as becoming competent psychotherapists. This was not because of any direct encouragement to become faculty members. The difference in his approach to graduate education from that of his colleagues can be summarized in four principles. First, remember that graduate students are just like the faculty, except that they are younger. Consequently, they have done less and read less. Second, teach what you know. Particularly if you have done original work, teach that. Your excitement will communicate itself. Third, encourage them to take their own work seriously, including their own research and clinical observations. Their own ideas are as valuable and as worth exploring and developing as any in the literature. Finally, if they are bright, get out of their way. This is related to Tomkins’ theory of the role of affects, especially interest-excitement, in learning and intellectual creativity.

Composite C-C Columns by Utilizing of UHPFRC

2016 ◽  
Vol 691 ◽  
pp. 108-118
Author(s):  
Igor Hudoba
Keyword(s):  
Concrete Columns ◽  
Test Results ◽  
High Quality ◽  
Load Bearing ◽  
Composite Columns ◽  
Steel Core ◽  
New Information ◽  
Laboratory Test Results ◽  
Ordinary Type

Main advantage of composite concrete columns, in comparison with traditional reinforced concrete columns, is its increased load-bearing capacity by using of solid steel reinforcing core. Ordinary type of such a steel-concrete (S-C) composite column consists of normal concrete and different type of solid steel core. In last decades high quality concrete is more and more used for load-bearing structural members exposed compression like columns. Present knowledge level in the area of ultra-high quality of concrete open a new chance for utilization of this progressive structural material in concrete building industry. This paper presents some new information and laboratory test results of concrete-concrete (C-C) composite columns by utilizing of UHPFRC.

scholarly journals Exploring attributes of high-quality clinical supervision in general practice through interviews with peer-recognised GP supervisors

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Belinda O’Sullivan ◽  
Helen Hickson ◽  
Rebecca Kippen ◽  
Glen Wallace
Keyword(s):  
General Practice ◽  
Clinical Supervision ◽  
Best Practice ◽  
Career Stage ◽  
Structured Interviews ◽  
High Quality ◽  
Quality Feedback ◽  
Caring Relationship ◽  
Independent Decision

Abstract Background Clinical supervision in general practice is critical for enabling registrars (GP trainees) to provide safe medical care, develop skills and enjoy primary care careers. However, this largely depends on the quality of supervision provided. There has been limited research describing what encompasses quality within GP clinical supervision, making it difficult to promote best practice. This study aimed to explore the attributes of high-quality clinical supervision for GP registrars. Methods In 2019–20, 22 semi-structured interviews were conducted with GP supervisors who were peer-nominated as best practice supervisors, by Regional GP Training Organisations and GP Colleges in Australia. Purposeful sampling sought respondents with diverse characteristics including gender and career stage, practice size, state/territory and rurality. Interviews were conducted by video-consultation and recorded. De-identified transcripts were independently coded using iterative, inductive thematic analyses to derive themes that reflected quality in GP supervision. Results Seven themes emerged. Participants understood the meaning of quality supervision based on their experience of being supervised when they were a registrar, and from reflecting and learning from other supervisors and their own supervision experiences. Quality was reflected by actively structuring GP placements to optimise all possible learning opportunities, building a secure and caring relationship with registrars as the basis for handling challenging situations such as registrar mistakes. Quality also encompassed sustaining and enhancing registrar learning by drawing on the input of the whole practice team who had different skills and supervision approaches. Strong learner-centred approaches were used, where supervisors adjusted support and intervention in real-time, as registrar competence emerged in different areas. Quality also involved building the registrar’s professional identity and capabilities for safe and independent decision-making and encouraging registrars to reflect on situations before giving quality feedback, to drive learning. Conclusions This study, although exploratory, provides a foundation for understanding the quality of clinical supervision in general practice, from the perspective of peer-recognised GP supervisors. Understanding and adopting quality within GP supervision may be improved by GPs sharing exemplars of best practice and having opportunities for professional reflection. The findings could be used as a point of reference for devising GP supervisor curriculum, resources and professional development activities.

scholarly journals Zadarski akvatorij u Pîrî Reisovoj Knjizi pomorstva iz 1526. godine: Pomorsko-geografske slike dijela hrvatskoga Jadrana

Geoadria ◽  
2015 ◽  
Vol 20 (2) ◽  
Author(s):  
Mithad Kozličić ◽  
Dubravka Mlinarić ◽  
Marta Andrić
Keyword(s):  
Comparative Analysis ◽  
Original Description ◽  
Art Museum ◽  
High Quality ◽  
New Information ◽  
Adriatic Coast ◽  
Narrative Images

This paper contains the analysis of maps and textual geographical descriptions (pilot) of the Zadar maritime zone from the work Kitâb-ı Bahriye (Book of Navigation) by Pîrî Reis, an Ottoman seafarer, pirate and later admiral. Comparative analysis was made of several examples of that navigational manual from Istanbul sources known to date and also from a lesser-known example from The Walters Art Museum in Baltimore. The objective was to compare the information obtained by the Ottomans regarding wide Zadar area based on the secretive work of a foreigner from ranks of the enemy, Pîrî Reis, with that shown in the works of his contemporary Venetian cartographers, his‘hosts’ on the eastern Adriatic coast. Providing either the historical-cartographical or imagologicalgeographical perspective, the research reveals that Pîrî Reis managed to balance the demand for production of high quality navigation and geographical materials with his position as a foreigner on the east Adriatic. Cartographic and narrative images of the Zadar maritime zone by Pîrî Reis represent a reflection of the scope and possibilities of Ottoman cartography, enabling its reappraisal. The reason lies in the fact that the quality of the cartographic and narrative output of Pîrî Reis was not achieved in the navigational manuals of that time. The toponyms employed indicate that Pîrî Reis used other accessible sources, for example, navigation instructions, but he combined them with numerous observations of his own. Therefore, his work represents a totally original description of the Zadar maritime zone which, due to a lot of new information it contains, provides completely new scholarly cognisance.

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