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A Four-Year Longitudinal Curriculum To Improve Feedback-Seeking Behaviors For Medical Students, Vicki Hayes, Robert Bing-You, Tamara Palka, Marybeth D. Ford, Robert Trowbridge Jr

Journal of Maine Medical Center

Introduction: Feedback is essential for performance improvement and plays a pivotal role in competency-based medical education. Medical learners need training to acquire skills to effectively seek feedback for their unique situations.

Methods: We developed a 4-year longitudinal curriculum designed to encourage feedback-seeking by medical students. The 4.5-hour curriculum consisted of interactive lectures, feedback-seeking surveys, trigger videotapes, and peer-group discussions in small- and large-group formats.  A volunteer study cohort (n = 14/37, 38%) was interviewed in 4 separate waves in individual and focus-group formats to explore perceptions about feedback-seeking and effectiveness of the curriculum.

Results: Themes and student quotes related to …

Desperately Seeking Feedback: A Phenomenographic Study Of Medical Students’ Experiences During A 4-Year Longitudinal Feedback Curriculum, Robert Bing-You, Victoria Hayes, Tamara Palka, Marybeth Ford, Robert Trowbridge

Journal of Maine Medical Center

Introduction: The focus of feedback in medical education recently shifted to a dialogic partnership between teachers and learners, co-creating effective feedback exchanges. We previously described a prototype, longitudinal 4-year curriculum for medical students to develop feedback-seeking behaviors. We explored the students’ experiences as participants in this novel program.

Methods: Beginning in academic year 2017-2018, we assessed the 4-year experiences of 14 medical students with a phenomenographic, qualitative approach. Three waves of semi-structured, individual interviews were conducted during the first 3 years. Focus groups were conducted in the final year of the program. Meaning units were identified, and categories were determined …