While formative assessment and feedback can be powerful in helping learners improve, the quality and effectiveness of assessment and feedback are questioned at all levels of medical education. To determine the effectiveness of a day-long faculty workshop on evaluation and feedback, we used pre/post questionnaires to assess changes in teacher and resident perceptions of teacher feedback practice prior to and 3 months following the workshop. We invited faculty and residents in all training programs to participate. Questionnaire items on a 5 point Likert scale were matched for residents and faculty, addressing informal feedback and completion of the In-training evaluation report (ITER). Analyses included f-tests of pre-post scores, ANOVA to compare faculty-resident scores, and content analysis of open responses.
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