Prompting better feedback: investigating the effect of targeted form design on quality of narrative feedback in ophthalmology CBME assessments.

Objective: Competency-based medical education (CBME) requires a variety of assessments evaluating resident performance. Assessment form design may influence narrative feedback quality. To evaluate the effect of including targeted written comment prompts in entrustable professional activity (EPA) assessment forms on the quality of narrative feedback in CBME ophthalmology resident trainee assessments.

Is time really of the essence? Timeliness of narrative feedback in ophthalmology CBME assessments.

Purpose: Competency-based medical education relies on a strong program of assessment, and quality comments play a vital role in ensuring its success. The goal of this study is to determine the effect of the timeliness of assessment completion on the quality of the feedback.

Materials And Methods: Using the Quality of Assessment for Learning (QuAL) score 2478 assessments were evaluated.

Systematic review of simulation-based education in strabismus assessment and management.

Background: Strabismus is a dynamic condition for which simulation-based training is valuable, given the variable complexity and relatively reduced exposure compared with other ophthalmic presentations. This study assessed the performance of simulation models available for medical training in the assessment and management of strabismus.

Methods: A systematic review of relevant peer-reviewed academic databases was conducted, without publication date restrictions.

Family physicians' involvement in palliative cancer care.

Background: Family physicians' (FPs) long-term relationships with their oncology patients position them ideally to provide primary palliative care, yet their involvement is variable. We examined perceptions of FP involvement among outpatients receiving palliative care at a cancer center and identified factors associated with this involvement.

Methods: Patients with advanced cancer attending an oncology palliative care clinic (OPCC) completed a 25-item survey.

Development of a cumulative teaching score for tracking surgeon performance in undergraduate medical education.

Background: Surgeon educators are important in undergraduate medical education (UME). However, teaching activities are undervalued and under-recognized compared with research, resulting in poorer quantity and quality of surgeon teaching. The purpose of this study was to investigate teaching roles available to surgeons and the amount of effort involved.