Factors Associated with Quality and Adequacy of Medical Student Feedback on Core Obstetrics and Gynecology Clerkships from the Student and Clerkship Director Perspective: Secondary Analyses of a Prospective Cohort Study

Abstract

We sought to investigate factors associated with improved feedback quality during third-year obstetrics and gynecology (OBGYN) clerkships. This prospective cohort study assessed relationships of student and clerkship characteristics to the quantity and quality of feedback during OBGYN clerkships according to the clerkship director and third-year medical students. This study took place in a university-based hospital setting in which medical students rotate for 6 weeks on core clerkships during the third year of medical school. Third year medical students participating in core OBGYN clerkships during the 2018 to 2019 academic year. One hundred and ten students participated. Students with better clerkship scores reported higher quality of feedback, effectiveness of teaching, and quality of the clerkship overall, but did not receive a higher quantity or quality of feedback per the clerkship director. In multivariate modeling, the only factor affecting the clerkship director's rating of feedback adequacy was the number of preceptors who had given feedback. Factors associated with better student-reported feedback quality included midclerkship feedback adequacy and attendings and residents teaching procedures. Improved feedback for medical students on core OBGYN clerkships is associated with more preceptors offering feedback, midclerkship feedback adequacy, and preceptors teaching procedures.