RT Journal Article
SR Electronic
T1 Effect of field notes on confidence and perceived competence
JF Canadian Family Physician
JO Can Fam Physician
FD The College of Family Physicians of Canada
SP e352
OP e356
VO 58
IS 6
A1 Laughlin, Tom
A1 Brennan, Amy
A1 Brailovsky, Carlos
YR 2012
UL http://www.cfp.ca/content/58/6/e352.abstract
AB Objective To evaluate the effectiveness of field notes in assessing teachers’ confidence and perceived competence, and the effect of field notes on residents’ perceptions of their development of competence. Design A faculty and resident survey completed 5 years after field notes were introduced into the program. Setting Five Dalhousie University family medicine sites—Fredericton, Moncton, and Saint John in New Brunswick, and Halifax and Sydney in Nova Scotia. Participants First- and second-year family medicine residents (as of May 2009) and core family medicine faculty. Main outcome measures Residents’ outcome measures included beliefs about the effects of field notes on performance, learning, reflection, clinical skills development, and feedback received. Faculty outcome measures included beliefs about the effect of field notes on guiding feedback, teaching, and reflection on clinical practice. Results Forty of 88 residents (45.5%) participated. Fifteen of 50 faculty (30.0%) participated, which only permitted a discussion of trends for faculty. Residents believed field note–directed feedback reinforced their performance (81.1%), helped them learn (67.6%), helped them reflect on practice and learning (66.7%), and focused the feedback they received, making it more useful (62.2%) (P < .001 for all); 63.3% believed field note–directed feedback helped with clinical skills development (P < .01). Faculty believed field notes helped to provide more focused (86.7%) and effective feedback (78.6%), improved teaching (75.0%), and encouraged reflection on their own clinical practice (73.3%). Conclusion Most surveyed residents believed field note use improved the feedback they received and helped them to develop competence through improved performance, learning, reflection, and clinical skills development. The trends from faculty information suggested faculty believed field notes were an effective teaching, feedback, and reflection tool.