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Titulo Artículo:
Improving feedback students receive on documentation during the obstetrics and gynecology clerkship
Resumen:
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.
Fecha de publicación:
2022.
Autores :
Michelle Meglin ;
Angela Dempsey ;
Michele Friesinger ;
Krista Wagoner;
Autor corporativo:
AJOG Global Reports,
Editores:
ScienceDirect ;
Signatura Topográfica:
4
Idioma:
Inglés
Páginas:
0
ISBN:
2666-5778
Existencias:
0
Palabras claves:
electronic health record
Entrustable professional activity
Medical student
Subjective
Objective
Assessment, and plan note
Reviewer cards
Público objetivo:
Posgrado
Medicos
Educadores Medicos
Titulo Artículo:
Improving feedback students receive on documentation during the obstetrics and gynecology clerkship
Resumen:
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.
Fecha de publicación:
2022.
Autores :
Michelle Meglin ;
Angela Dempsey ;
Michele Friesinger ;
Krista Wagoner;
Autor corporativo:
AJOG Global Reports,
Editores:
ScienceDirect ;
Signatura Topográfica:
4
Idioma:
Inglés
Páginas:
0
Existencias:
0
Palabras claves:
electronic health record
Entrustable professional activity
Medical student
Subjective
Objective
Assessment, and plan note
Reviewer cards
Público objetivo:
Posgrado
Medicos
Educadores Medicos
Titulo Artículo:
Improving feedback students receive on documentation during the obstetrics and gynecology clerkship
Resumen:
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.
Autores:
Michelle Meglin
,
Angela Dempsey
,
Michele Friesinger
,
Krista Wagoner
,
.
Titulo Revista:
AJOG Global Reports,
.
Numero:
4
Volumen:
2
Fecha de publicación:
2022.
Base de Datos Bibliográfica:
ScienceDirect ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
0
Página Final:
0
ISBN:
2666-5778
Palabras claves:
electronic health record
Entrustable professional activity
Medical student
Subjective
Objective
Assessment, and plan note
Reviewer cards
Público objetivo:
Posgrado
Medicos
Educadores Medicos
Título ScienceDirect :
Improving feedback students receive on documentation during the obstetrics and gynecology clerkship
Resumen:
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.
Autores :
Michelle Meglin ;
Angela Dempsey ;
Michele Friesinger ;
Krista Wagoner;
Autor corporativo:
AJOG Global Reports,
Fecha de publicación:
2022.
Tipo :
ScienceDirect .
Idioma:
Inglés
Palabras claves:
electronic health record
Entrustable professional activity
Medical student
Subjective
Objective
Assessment, and plan note
Reviewer cards
Público objetivo:
Posgrado
Medicos
Educadores Medicos
Título ScienceDirect :
Improving feedback students receive on documentation during the obstetrics and gynecology clerkship
Resumen:
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.
Autores :
Michelle Meglin ;
Angela Dempsey ;
Michele Friesinger ;
Krista Wagoner;
Autor corporativo:
AJOG Global Reports,
Fecha de publicación:
2022.
Paginas:
0.
ISBN:
2666-5778.
Idioma:
Inglés
Palabras claves:
electronic health record
Entrustable professional activity
Medical student
Subjective
Objective
Assessment, and plan note
Reviewer cards
Público objetivo:
Posgrado
Medicos
Educadores Medicos
Titulo Artículo:
Improving feedback students receive on documentation during the obstetrics and gynecology clerkship
Resumen:
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.
Fecha de publicación:
2022.
Autor corporativo:
AJOG Global Reports,
.
Idioma:
Inglés
Palabras claves:
electronic health record
Entrustable professional activity
Medical student
Subjective
Objective
Assessment, and plan note
Reviewer cards
Público objetivo:
Posgrado
Medicos
Educadores Medicos
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Michelle Meglin Angela Dempsey Michele Friesinger Krista Wagoner Michelle Meglin Angela Dempsey Michele Friesinger Krista Wagoner Improving feedback students receive on documentation during the obstetrics and gynecology clerkship. 2022; 2Ed. 0.
