Weekly clinical synopsis: Piloting an innovative clinical teaching strategy

Abstract

Clinical educators often struggle to provide ongoing and timely feedback to students.  This article describes an innovative clinical teaching strategy, “weekly clinical synopsis” (WCS) which was piloted with four clinical groups (n = 30).  The premise of the WCS was based on Hysong, Best, and Pugh’s model of actionable feedback.  Both quantitative and qualitative findings complemented each other.  Quantitatively, three WCS items were significant.  Seeing others’ accomplishments did not motivate students although some thought it helped them think about broadening their clinical accomplishments.  The WCS significantly helped students to focus and complete assignments on time.  Due to the nature of clinical feedback, some students were uncomfortable sharing their accomplishments.  Qualitatively, students shared that the WCS created a connection between student and educator, provided a structure for clinical assignment, assisted in developing clinical goals, and limited a need to discuss clinical assignments. The WCS’s strengths outweighed its limitations, and should be further tested.