A qualitative study of faculty techniques for giving feedback to interns following an observed standardized patient encounter

After an evaluative exercise with standardized patients, 24 Internal Medicine interns each received immediate verbal feedback about their performance from a faculty observer: This study uses qualitative methods to describe the techniques employed by faculty members when providing feedback in this one-on-arte setting. One group of techniques teas linked to the interns' self-assessment; a second group consisted of various instructional techniques that resulted in teaching based on the observed performance; the third group of techniques were characterized by reliance on questioning. A small number of faculty used one or more techniques that appeared to inhibit the flow of the session.