• E S Holmboe, N H Fiebach, L A Galaty, and S Huot.
• Yale University Primary Care Internal Medicine Residency Program, New Haven, CT 06510, USA. eholmboe@msn.com
• J Gen Intern Med. 2001 Jul 1; 16 (7): 427434427-34.

ObjectiveTo improve the quality and specificity of written evaluations by faculty attendings of internal medicine residents during inpatient rotations.DesignProspective randomized controlled trial.SettingFour hospitals: tertiary care university hospital, Veterans' Administration hospital, and two community hospitals.ParticipantsEighty-eight faculty and 157 residents from categorical and primary-care internal medicine residency training programs rotating on inpatient general medicine teams.InterventionFocused 20-minute educational session on evaluation and feedback, accompanied by 3 by 5 reminder card and diary, given to faculty at the start of their attending month.Primary Outcomes1) number of written comments from faculty specific to unique, preselected dimensions of competence; 2) number of written comments from faculty describing a specific resident behavior or providing a recommendation; and 3) resident Likert-scale ratings of the quantity and effect of feedback received from faculty. Faculty in the intervention group provided more written comments specific to defined dimensions of competence, a median of three comments per evaluation form versus two in the control group, but when adjusted for clustering by faculty, the difference was not statistically significant (P =.09). Regarding feedback, residents in the intervention group rated the quantity significantly higher (P =.04) and were significantly more likely to make changes in clinical management of patients than residents in the control group (P =.04).ConclusionsA brief, focused educational intervention delivered to faculty prior to the start of a ward rotation appears to have a modest effect on faculty behavior for written evaluations and promoted higher quality feedback given to house staff.

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