BACKGROUND: Students need feedback on written documentation to optimize their long-term development of this important clinical skill.
The culture in surgical specialties does not always prioritize feedback regarding this skill.
OBJECTIVE: This study aimed to examine the effectiveness of 2 specific forms to improve the quantity and quality of feedback to students
about their medical documentation.
STUDY DESIGN: In a multiphase quality improvement project, medical students were surveyed after the obstetrics and gynecology clerkship
regarding their experience of receiving feedback on written notes. The proportions of students who received feedback on notes and those rating
the feedback as meaningful were measured before and after the implementation of a required, formative feedback card. In phase 2, students
were randomized to use a simplified feedback card or the original detailed card, and outcomes were compared. This study was conducted at the
Medical University of South Carolina, a tertiary care academic medical center. The participants included third-year medical students that com-
pleted their 6-week obstetrics and gynecology clerkship.
RESULTS: Before the intervention, of 82 students, 70 (85%) and 55 (67%) received feedback on written notes in the inpatient and outpatient
settings, respectively, which increased to 99.6% (254/255) and 98.5% (251/255) (P<.001) after the implementation of any feedback card.
Moreover, the proportion of students who felt the feedback helped them improve their clinical documentation skills increased from 72% to 90%
(P<.001) with the use of a feedback card. These improvements were noted in all clinical units within the clerkship. There was no difference
(P=.3) in outcomes between the simplified and detailed cards.
CONCLUSION: A formative card is a simple, cost-effective, low-resource intervention that can increase both the quantity and quality of writ-
ten note feedback that students receive during their obstetrics and gynecology clerkship. A less detailed card achieved comparable outcomes
and increased faculty satisfaction.
BACKGROUND: Students need feedback on written documentation to optimize their long-term development of this important clinical skill.
The culture in surgical specialties does not always prioritize feedback regarding this skill.
OBJECTIVE: This study aimed to examine the effectiveness of 2 specific forms to improve the quantity and quality of feedback to students
about their medical documentation.
STUDY DESIGN: In a multiphase quality improvement project, medical students were surveyed after the obstetrics and gynecology clerkship
regarding their experience of receiving feedback on written notes. The proportions of students who received feedback on notes and those rating
the feedback as meaningful were measured before and after the implementation of a required, formative feedback card. In phase 2, students
were randomized to use a simplified feedback card or the original detailed card, and outcomes were compared. This study was conducted at the
Medical University of South Carolina, a tertiary care academic medical center. The participants included third-year medical students that com-
pleted their 6-week obstetrics and gynecology clerkship.
RESULTS: Before the intervention, of 82 students, 70 (85%) and 55 (67%) received feedback on written notes in the inpatient and outpatient
settings, respectively, which increased to 99.6% (254/255) and 98.5% (251/255) (P<.001) after the implementation of any feedback card.
Moreover, the proportion of students who felt the feedback helped them improve their clinical documentation skills increased from 72% to 90%
(P<.001) with the use of a feedback card. These improvements were noted in all clinical units within the clerkship. There was no difference
(P=.3) in outcomes between the simplified and detailed cards.
CONCLUSION: A formative card is a simple, cost-effective, low-resource intervention that can increase both the quantity and quality of writ-
ten note feedback that students receive during their obstetrics and gynecology clerkship. A less detailed card achieved comparable outcomes
and increased faculty satisfaction.
BACKGROUND: Students need feedback on written documentation to optimize their long-term development of this important clinical skill.
The culture in surgical specialties does not always prioritize feedback regarding this skill.
OBJECTIVE: This study aimed to examine the effectiveness of 2 specific forms to improve the quantity and quality of feedback to students
about their medical documentation.
STUDY DESIGN: In a multiphase quality improvement project, medical students were surveyed after the obstetrics and gynecology clerkship
regarding their experience of receiving feedback on written notes. The proportions of students who received feedback on notes and those rating
the feedback as meaningful were measured before and after the implementation of a required, formative feedback card. In phase 2, students
were randomized to use a simplified feedback card or the original detailed card, and outcomes were compared. This study was conducted at the
Medical University of South Carolina, a tertiary care academic medical center. The participants included third-year medical students that com-
pleted their 6-week obstetrics and gynecology clerkship.
RESULTS: Before the intervention, of 82 students, 70 (85%) and 55 (67%) received feedback on written notes in the inpatient and outpatient
settings, respectively, which increased to 99.6% (254/255) and 98.5% (251/255) (P<.001) after the implementation of any feedback card.
Moreover, the proportion of students who felt the feedback helped them improve their clinical documentation skills increased from 72% to 90%
(P<.001) with the use of a feedback card. These improvements were noted in all clinical units within the clerkship. There was no difference
(P=.3) in outcomes between the simplified and detailed cards.
CONCLUSION: A formative card is a simple, cost-effective, low-resource intervention that can increase both the quantity and quality of writ-
ten note feedback that students receive during their obstetrics and gynecology clerkship. A less detailed card achieved comparable outcomes
and increased faculty satisfaction.
BACKGROUND: Students need feedback on written documentation to optimize their long-term development of this important clinical skill.
The culture in surgical specialties does not always prioritize feedback regarding this skill.
OBJECTIVE: This study aimed to examine the effectiveness of 2 specific forms to improve the quantity and quality of feedback to students
about their medical documentation.
STUDY DESIGN: In a multiphase quality improvement project, medical students were surveyed after the obstetrics and gynecology clerkship
regarding their experience of receiving feedback on written notes. The proportions of students who received feedback on notes and those rating
the feedback as meaningful were measured before and after the implementation of a required, formative feedback card. In phase 2, students
were randomized to use a simplified feedback card or the original detailed card, and outcomes were compared. This study was conducted at the
Medical University of South Carolina, a tertiary care academic medical center. The participants included third-year medical students that com-
pleted their 6-week obstetrics and gynecology clerkship.
RESULTS: Before the intervention, of 82 students, 70 (85%) and 55 (67%) received feedback on written notes in the inpatient and outpatient
settings, respectively, which increased to 99.6% (254/255) and 98.5% (251/255) (P<.001) after the implementation of any feedback card.
Moreover, the proportion of students who felt the feedback helped them improve their clinical documentation skills increased from 72% to 90%
(P<.001) with the use of a feedback card. These improvements were noted in all clinical units within the clerkship. There was no difference
(P=.3) in outcomes between the simplified and detailed cards.
CONCLUSION: A formative card is a simple, cost-effective, low-resource intervention that can increase both the quantity and quality of writ-
ten note feedback that students receive during their obstetrics and gynecology clerkship. A less detailed card achieved comparable outcomes
and increased faculty satisfaction.
BACKGROUND: Students need feedback on written documentation to optimize their long-term development of this important clinical skill.
The culture in surgical specialties does not always prioritize feedback regarding this skill.
OBJECTIVE: This study aimed to examine the effectiveness of 2 specific forms to improve the quantity and quality of feedback to students
about their medical documentation.
STUDY DESIGN: In a multiphase quality improvement project, medical students were surveyed after the obstetrics and gynecology clerkship
regarding their experience of receiving feedback on written notes. The proportions of students who received feedback on notes and those rating
the feedback as meaningful were measured before and after the implementation of a required, formative feedback card. In phase 2, students
were randomized to use a simplified feedback card or the original detailed card, and outcomes were compared. This study was conducted at the
Medical University of South Carolina, a tertiary care academic medical center. The participants included third-year medical students that com-
pleted their 6-week obstetrics and gynecology clerkship.
RESULTS: Before the intervention, of 82 students, 70 (85%) and 55 (67%) received feedback on written notes in the inpatient and outpatient
settings, respectively, which increased to 99.6% (254/255) and 98.5% (251/255) (P<.001) after the implementation of any feedback card.
Moreover, the proportion of students who felt the feedback helped them improve their clinical documentation skills increased from 72% to 90%
(P<.001) with the use of a feedback card. These improvements were noted in all clinical units within the clerkship. There was no difference
(P=.3) in outcomes between the simplified and detailed cards.
CONCLUSION: A formative card is a simple, cost-effective, low-resource intervention that can increase both the quantity and quality of writ-
ten note feedback that students receive during their obstetrics and gynecology clerkship. A less detailed card achieved comparable outcomes
and increased faculty satisfaction.
BACKGROUND: Students need feedback on written documentation to optimize their long-term development of this important clinical skill.
The culture in surgical specialties does not always prioritize feedback regarding this skill.
OBJECTIVE: This study aimed to examine the effectiveness of 2 specific forms to improve the quantity and quality of feedback to students
about their medical documentation.
STUDY DESIGN: In a multiphase quality improvement project, medical students were surveyed after the obstetrics and gynecology clerkship
regarding their experience of receiving feedback on written notes. The proportions of students who received feedback on notes and those rating
the feedback as meaningful were measured before and after the implementation of a required, formative feedback card. In phase 2, students
were randomized to use a simplified feedback card or the original detailed card, and outcomes were compared. This study was conducted at the
Medical University of South Carolina, a tertiary care academic medical center. The participants included third-year medical students that com-
pleted their 6-week obstetrics and gynecology clerkship.
RESULTS: Before the intervention, of 82 students, 70 (85%) and 55 (67%) received feedback on written notes in the inpatient and outpatient
settings, respectively, which increased to 99.6% (254/255) and 98.5% (251/255) (P<.001) after the implementation of any feedback card.
Moreover, the proportion of students who felt the feedback helped them improve their clinical documentation skills increased from 72% to 90%
(P<.001) with the use of a feedback card. These improvements were noted in all clinical units within the clerkship. There was no difference
(P=.3) in outcomes between the simplified and detailed cards.
CONCLUSION: A formative card is a simple, cost-effective, low-resource intervention that can increase both the quantity and quality of writ-
ten note feedback that students receive during their obstetrics and gynecology clerkship. A less detailed card achieved comparable outcomes
and increased faculty satisfaction.
BACKGROUND: Students need feedback on written documentation to optimize their long-term development of this important clinical skill.
The culture in surgical specialties does not always prioritize feedback regarding this skill.
OBJECTIVE: This study aimed to examine the effectiveness of 2 specific forms to improve the quantity and quality of feedback to students
about their medical documentation.
STUDY DESIGN: In a multiphase quality improvement project, medical students were surveyed after the obstetrics and gynecology clerkship
regarding their experience of receiving feedback on written notes. The proportions of students who received feedback on notes and those rating
the feedback as meaningful were measured before and after the implementation of a required, formative feedback card. In phase 2, students
were randomized to use a simplified feedback card or the original detailed card, and outcomes were compared. This study was conducted at the
Medical University of South Carolina, a tertiary care academic medical center. The participants included third-year medical students that com-
pleted their 6-week obstetrics and gynecology clerkship.
RESULTS: Before the intervention, of 82 students, 70 (85%) and 55 (67%) received feedback on written notes in the inpatient and outpatient
settings, respectively, which increased to 99.6% (254/255) and 98.5% (251/255) (P<.001) after the implementation of any feedback card.
Moreover, the proportion of students who felt the feedback helped them improve their clinical documentation skills increased from 72% to 90%
(P<.001) with the use of a feedback card. These improvements were noted in all clinical units within the clerkship. There was no difference
(P=.3) in outcomes between the simplified and detailed cards.
CONCLUSION: A formative card is a simple, cost-effective, low-resource intervention that can increase both the quantity and quality of writ-
ten note feedback that students receive during their obstetrics and gynecology clerkship. A less detailed card achieved comparable outcomes
and increased faculty satisfaction.
BACKGROUND: Students need feedback on written documentation to optimize their long-term development of this important clinical skill.
The culture in surgical specialties does not always prioritize feedback regarding this skill.
OBJECTIVE: This study aimed to examine the effectiveness of 2 specific forms to improve the quantity and quality of feedback to students
about their medical documentation.
STUDY DESIGN: In a multiphase quality improvement project, medical students were surveyed after the obstetrics and gynecology clerkship
regarding their experience of receiving feedback on written notes. The proportions of students who received feedback on notes and those rating
the feedback as meaningful were measured before and after the implementation of a required, formative feedback card. In phase 2, students
were randomized to use a simplified feedback card or the original detailed card, and outcomes were compared. This study was conducted at the
Medical University of South Carolina, a tertiary care academic medical center. The participants included third-year medical students that com-
pleted their 6-week obstetrics and gynecology clerkship.
RESULTS: Before the intervention, of 82 students, 70 (85%) and 55 (67%) received feedback on written notes in the inpatient and outpatient
settings, respectively, which increased to 99.6% (254/255) and 98.5% (251/255) (P<.001) after the implementation of any feedback card.
Moreover, the proportion of students who felt the feedback helped them improve their clinical documentation skills increased from 72% to 90%
(P<.001) with the use of a feedback card. These improvements were noted in all clinical units within the clerkship. There was no difference
(P=.3) in outcomes between the simplified and detailed cards.
CONCLUSION: A formative card is a simple, cost-effective, low-resource intervention that can increase both the quantity and quality of writ-
ten note feedback that students receive during their obstetrics and gynecology clerkship. A less detailed card achieved comparable outcomes
and increased faculty satisfaction.
