ArticleThe journal of education in perioperative medicine : JEPM
The Impact of Converting From an 'Educator-Driven' to a 'Learner-Initiated' Feedback Model.
Article in The journal of education in perioperative medicine : JEPM. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- Article
- Assessment Fit for (More Than One) Purpose? Reconciling the Dual Purposes of Assessments in Competency-Based Health Professions Education.Perspectives on medical education · 2026Article
- Voluntary assignments during the pediatric clerkship to enhance the clinical experiences of medical students in the United StatesJournal of educational evaluation for health professions · 2020Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundModern approaches to clinical evaluation emphasize the value of learner-driven feedback models, where trainees are encouraged to take an active role in the initiation of the evaluation process. In an effort to empower medical students to request evaluations on performance, our medical school developed a web-based application for mobile devices that prompts learners to solicit feedback electronically following a clinical encounter. In 2016, mandatory implementation of this application resulted in a transition from an educator-driven feedback model to a learner-driven feedback model. We aimed to investigate the impact of this innovative system on both the quality and quantity of feedback provided to medical students on their anesthesiology elective.
methodsWe retrospectively analyzed medical students' feedback data from the sequential academic years prior to and after the implementation of our learner-driven feedback application. Quantitative analysis was performed to compare the frequency of evaluations requested and completed. Free-text commentary was analyzed using conventional qualitative content analysis. Comments were categorized by quality and representative themes based upon Accreditation Council for Graduate Medical Education Core Competency domains.
resultsA total of 297 evaluations for 72 students were analyzed. Students in the learner-driven model requested feedback more frequently than the previously educator-driven system (13.4 vs 8.9 requests per student,
conclusionsA learner-driven feedback model was successful in improving the quantity of both requested and completed evaluations for students. The quality of feedback was also improved when addressing students' strengths.
Indexed as
Identifiers
31988988PMC6972969What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.