Viola Cassetti, Katie Powell, Amy Barnes, Tom Sanders
How can asset-based approaches reduce inequalities? Exploring processes of change in England and Spain
Health promotion international
narrative written feedback given students faculty often fails identify areas improvement recommended actions lead improvement elements missing challenging students improve medical schools use narrative feedback promotion decisions guide coaching plans pass meaningful information residency programs largegroup faculty development improved narrative written feedback less known individualised faculty development supplement largegroup sessions fill gap built curriculum general individualised faculty development improve narrative written feedback internal medicine faculty clerkship students used kerns steps build curriculum general individualised oneonone faculty development improve problem inadequate narrative written feedback used novel narrative feedback rubric pre postintervention faculty scores general individualised oneonone faculty development peer comparison scores able improve narrative written feedback 376 466 increase 23 found faculty development program effective improving feedback easy implement rubric easy use faculty receptive feedback oneonone meetings plan extend work locally divisionsdepartments graduate medical education also easily extended medical disciplines health professions