Abstract
Background: Feedback from learners is a critical tool for improving clinical learning experiences. Because it allows a broader range of responses than do traditional structured instruments, narrative feedback deserves a role unique and complementary to structured feedback, however, few studies have analyzed narrative feedback in the clerkship setting. Purpose: This article analyzes 4 years of narrative feedback given by students completing a required 3rd‐year family medicine clerkship and discusses how such information can expedite curriculum development. Methods: Three evaluators independently coded a sample of student narrative comments to arrive at consensus on a set of narrative codes and coded a 2nd set of narrative comments to develop the subset of these codes most frequently occurring in student comments. The 3 evaluators then utilized this abbreviated list to determine the frequency distribution of student narrative comments for all months not previously coded, and the significance of the frequenc...
Published Version
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