Rapid Feedback: Assessing Pre-clinical Teaching in the Era of Online Learning

Introduction Medical schools vary in their approach to providing feedback to faculty. The purpose of this study was to test the effects of rapid student feedback in a course utilizing novel virtual learning methods. Methods Second-year medical students were supplied with an optional, short questionnaire at the end of each class session and asked to provide feedback within 48 h. At the close of each survey, results were emailed to faculty. After the course, students and faculty were asked to rate the effectiveness of this method. This study did not affect administration of the usual end-of-course summative evaluations. Results Ninety-one percent of students who participated noted increased engagement in the feedback process, but only 18% on average chose to participate. Faculty rated rapid feedback as more actionable than summative feedback (67%), 50% rated it as more specific, and 42% rated it as more helpful. Some wrote that comments were too granular, and others noted a negative personal emotional response. Conclusion Rapid feedback engaged students, provided actionable feedback, and increased communication between students and instructors, suggesting that this approach added value. Care must be taken to reduce the student burden and support relational aspects of the process.