Failing feedback : evaluation in residency training
Abstract/Contents
- Abstract
- Research on expertise development suggests that feedback is a critical component for effective deliberate practice. In complex domains that require adaptive expertise, the quality and implementation of feedback is understudied. This dissertation examines residency education as a case study for feedback in apprenticeship models. A combination of milestone score, narrative comment, evaluator characteristic, student evaluation, and interview data was collected and analyzed for ten residency programs across three training institutions from 2013-2017. Part 1 describes the low assessment reliability and low feedback quality of end-of-rotation milestone scores and narrative comments. This section also presents a novel set of automated tools for assessing feedback quality in residency programs and documents significant variation among evaluators across these feedback metrics. Part 2 tests explanations for variation among evaluators and concludes that evaluator characteristics such as teaching and training experience are not as important as the motivation and incentive systems built into clinical education programs. Part 3 implements an intervention in three residency programs that improves narrative comment specificity and valence in an eight-week post-intervention period. Despite minimal improvement in milestone scores, this study demonstrates the utility of the feedback metric tools for measuring intervention efficacy. We conclude this dissertation with a discussion of recommendations for residency programs seeking to improve their own feedback along with future research directions.
Description
| Type of resource | text |
|---|---|
| Form | electronic resource; remote; computer; online resource |
| Extent | 1 online resource. |
| Place | California |
| Place | [Stanford, California] |
| Publisher | [Stanford University] |
| Copyright date | 2018; ©2018 |
| Publication date | 2018; 2018 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Author | Keil, Martin |
|---|---|
| Degree supervisor | Wieman, C. E. (Carl Edwin) |
| Thesis advisor | Wieman, C. E. (Carl Edwin) |
| Thesis advisor | Schwartz, Daniel L |
| Thesis advisor | Tanaka, Pedro Paulo |
| Degree committee member | Schwartz, Daniel L |
| Degree committee member | Tanaka, Pedro Paulo |
| Associated with | Stanford University, Graduate School of Education. |
Subjects
| Genre | Theses |
|---|---|
| Genre | Text |
Bibliographic information
| Statement of responsibility | Martin Keil. |
|---|---|
| Note | Submitted to the Graduate School of Education. |
| Thesis | Thesis Ph.D. Stanford University 2018. |
| Location | electronic resource |
Access conditions
- Copyright
- © 2018 by Martin Francis Keil
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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