Assessing the Quality of Narrative Feedback in Entrustable Professional Activities Using the EFeCT Feedback Scoring Tool
Overall, the majority of EPA narratives provided moderate to high-quality feedback to students. However, variability was evident, and many EPA narratives were missing one or more elements of high-quality feedback. This could result in significant implications for learner development. Addressing contextual factors such as clinical workload and creating faculty development opportunities may support faculty in providing high-quality narrative feedback.
Authors
- Deena M. Hamza (ORCID: https://orcid.org/0000-0001-8943-2165)
- William Gibson (ORCID: https://orcid.org/0000-0002-3481-6484)
- Neil Dhami (ORCID: https://orcid.org/0009-0007-4983-8807)
- Anna Oswald (ORCID: https://orcid.org/0000-0002-3510-4294)
- Rebecca Lee (ORCID: https://orcid.org/0009-0004-0245-8039)
- Mandy Moffat (ORCID: https://orcid.org/0000-0002-3856-4237)
Institutions
- University of Dundee (GB)
- Alberta Hospital Edmonton (CA)
- University of Alberta Hospital (CA)
Publication Details
- Journal
- The Clinical Teacher
- Published
- 2025-12-08
- DOI
- https://doi.org/10.1111/tct.70295
- Primary Topic
- Innovations in Medical Education
- Type
- article
- Field-Weighted Citation Impact
- 0.00