24 research outputs found
Overall scores as an alternative to global ratings in patient experience surveys; a comparison of four methods
Get PDFDoes faculty development influence the quality of in-training evaluation reports in pharmacy?
Full text linkDoes Improved Continuity of Primary Care Affect Clinician–Patient Communication in VA?
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Interactive Faculty Development Seminars Improve the Quality of Written Feedback in Ambulatory Teaching
No full textWe 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
Are we generating more assessments without added value? Surgical trainees’ perceptions of and receptiveness to cross-specialty assessment
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Achtergronden bij de Richtlijn interpretatie en gebruik van toetsresultaten in het portfolio
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