家庭医学教师叙事反馈:内容分析。

PRiMER (Leawood, Kan.) Pub Date : 2022-04-21 DOI:10.22454/primer.2022.341202

L. Myerholtz, H. Baker, E. Hawes, M. Brown, Catherine L. Coe, L. Rollins, Cristen P. Page

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引用次数: 1

摘要

在研究生医学教育中，教师的同伴和学习者评价对绩效改进、晋升和资源分配至关重要。尽管数据有限，但研究表明，来自住院医生的反馈可能有助于教师改善教学。叙述性反馈尤其能够提供重要的语境信息。现有的对住院生给教师的叙述性反馈的回顾表明，这些反馈通常是相关的，但不是具体的。这限制了反馈改善教学的效用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Narrative Feedback to Family Medicine Faculty: A Content Analysis.

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.

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PRiMER (Leawood, Kan.)

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