An encounter card system for increasing feedback to students

Background: Student satisfaction with the feedback process is essential for motivating students to improve their performance. Methods: Third-year medical students participated in a system to increase feedback from faculty, fellows, and residents during a 12-week surgery clerkship. Each student received 40 encounter cards to solicit verbal and written feedback on specific domains of clinical performance. The clerkship evaluations from the intervention group (Fall 2000–2001) were compared with a historical control group (Fall 1999–2000) on seven feedback-related items. Effect sizes were calculated and two-tailed t tests performed to determine statistical significance. Results: All seven items had effect sizes greater than 0.30 (range, 0.38 to 0.85). Differences between the two groups’ scores were statistically significant for six items. Conclusions: Implementation of an encounter card system improved student satisfaction with the feedback process. Intervention group students perceived that faculty and residents had improved their understanding of history-taking, physical-examination, and decision-making skills.