Author(s)
Chantelle Rizan, MBBCh BSc (Hons)
Hassan A. Elhassan, BSc MBBS DOHNS FRCS
David Owens, MBBCH MPHIL PGDME DOHNS FRCS
Steven S. Backhouse, FRCSEd(ORL-HNS)
Affiliation(s)
Brighton and Sussex University Hospitals
Abstract:
Outcome Objectives: We have previously demonstrated that restructuring poster judging proforma during a Research Symposium improves the quantity but not quality of feedback given to delegates. The aim of our study was to determine whether additional instruction to symposium judges would further improve the quantity and depth of feedback given to student poster presenters.Method: We evaluated the effect of instructing poster judges of feedback importance at the 2014 RCSEd All Wales Medical Student Surgical Research Symposium, comparing this with pre-intervention 2012 conference data. For each conference, we calculated the mean number of statements and analysed feedback depth. We compared statement quantity and statement depth using a three-stream Kruskal-Wallis Test.Results:Following the educational intervention to poster judges, there was a statistically significant increase in the mean number of statements given per student (p Conclusion: In this second audit we demonstrated that educating judges of the importance of providing feedback further increases the quantity of feedback documented. However, feedback depth was not increased. We therefore plan to make further modifications to the feedback proformas for next years conference and will evaluate whether feedback depth is encouraged.