Narrative Feedback to Family Medicine Faculty: A Content Analysis.

Abstract

Peer and learner evaluations of faculty in graduate medical education are critical for performance improvement, promotion, and resource allocation. Although data are limited, studies show that feedback from residents may help faculty improve teaching. Narrative feedback, in particular, can provide important contextual information. Existing reviews of narrative feedback from residents to faculty show that the feedback is often relevant, but not speciTc. This limits the utility of feedback to improve teaching.