COMSEP 2008 Atlanta Meeting
Use of checklists to provide feedback during student newborn rotation
Jocelyn Schiller, Nadia Sarwar, Brent Stansfield, Jennifer Meyers, Kerry Mychaliska, Kavita Warrier, Cynthia Chi, Francis McBee Orzulak, Erin Brackbill, Ken Pituch
University of Michigan
Hypothesis: Using checklists to give student feedback would improve their performance on oral presentations, physical examinations and giving discharge instructions during their newborn rotation.
Methods Twenty two students on their newborn rotation were randomized into two groups. The first group received routine feedback from their attending without the checklist (- CL group) and the second group received feedback from their attending using the checklists (+ CL group). A separate, blinded pediatrician used the checklists to evaluate both groups.
Results For each checklist item, students were given a score for each item ranging from 0-2. The scores for each checklist were averaged to give an overall score for the task. Students who received feedback using checklists performed better in each task than students who received routine feedback without the checklists.
• When communicating discharge instructions, the –CL group received an average score of 1.54, while the +CL group received an average score of 1.86 (STD 0.256; t(17) = 3.243, p < .01).
• For oral presentations, the –CL group received an average score of 1.62, while the +CL group received an average score of 1.8 (not significant).
• Scores on physical examinations also trended towards higher scores in the + CL group (1.72) compared to the –CL group (1.55), although this was not statistically significant (not significant).
Conclusions The use of checklists for giving student feedback can be useful in improving student performance during their newborn rotation. Further study with a larger sample size is necessary to confirm this hypothesis.