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Bartlett M, Crossley J, McKinley R. Improving the quality of written feedback using written feedback. Educ Prim Care. 2016;28(1):16-22doi: 10.1080/14739879.2016.1217171.
Bartlett, M., Crossley, J., & McKinley, R. (2017). Improving the quality of written feedback using written feedback. Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors, 28(1), 16-22. https://doi.org/10.1080/14739879.2016.1217171
Bartlett, Maggie, et al. "Improving the quality of written feedback using written feedback." Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors vol. 28,1 (2017): 16-22. doi: https://doi.org/10.1080/14739879.2016.1217171
Bartlett M, Crossley J, McKinley R. Improving the quality of written feedback using written feedback. Educ Prim Care. 2017 Jan;28(1):16-22. doi: 10.1080/14739879.2016.1217171. Epub 2016 Aug 08. PMID: 27499463.
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Educ Prim Care. 2017 Jan;28(1):16-22. doi: 10.1080/14739879.2016.1217171. Epub 2016 Aug 08.

Improving the quality of written feedback using written feedback.

Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors

Maggie Bartlett, James Crossley, Robert McKinley

Affiliations

  1. a School of Medicine , Keele University , Stoke-on-Trent , Staffordshire , UK.
  2. b Academic Unit of Medical Education , University of Sheffield Medical School , Sheffield , UK.

PMID: 27499463 DOI: 10.1080/14739879.2016.1217171

Abstract

BACKGROUND: Educational feedback is amongst the most powerful of all learning interventions.

RESEARCH QUESTIONS: (1) Can we measure the quality of written educational feedback with acceptable metrics? (2) Based on such a measure, does a quality improvement (QI) intervention improve the quality of feedback?

STUDY DESIGN: We developed a QI instrument to measure the quality of written feedback and applied it to written feedback provided to medical students following workplace assessments. We evaluated the measurement characteristics of the QI score using generalisability theory. In an uncontrolled intervention, QI profiles were fed back to GP tutors and pre and post intervention scores compared.

STUDY RESULTS: A single assessor scoring 6 feedback summaries can discriminate between practices with a reliability of 0.82.The quality of feedback rose for two years after the introduction of the QI instrument and stabilised in the third year. The estimated annual cost to provide this feedback is £12 per practice. Interpretation and recommendations: It is relatively straightforward and inexpensive to measure the quality of written feedback with good reliability. The QI process appears to improve the quality of written feedback. We recommend routine use of a QI process to improve the quality of educational feedback.

Keywords: Feedback; educational assessment; quality improvement; undergraduate medical education

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