Summary
After an evaluative exercise with standardized patients, 24 Internal Medicine interns each received immediate verbal feedback about their performance from a faculty observer. This study uses qualitative methods to describe the techniques employed by faculty members when providing feedback in this one-on-one setting. One group of techniques was linked to the interns’ self-assessment; a second group consisted of various instructional techniques that resulted in teaching based on the observed performance; the third group of techniques were characterized by reliance on questioning. A small number of faculty used one or more techniques that appeared to inhibit the flow of the session.
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© 1997 Springer Science+Business Media Dordrecht
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Frye, A.W., Hollingsworth, M.A., Wymer, A., Hinds, A. (1997). A Qualitative Study of Faculty Techniques for Giving Feedback to Interns Following an Observed Standardized Patient Encounter. In: Scherpbier, A.J.J.A., van der Vleuten, C.P.M., Rethans, J.J., van der Steeg, A.F.W. (eds) Advances in Medical Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4886-3_64
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DOI: https://doi.org/10.1007/978-94-011-4886-3_64
Publisher Name: Springer, Dordrecht
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