Objective/ Background: Student evaluations of teaching suffer from limitations that constrain the ability of curriculum developers to meaningfully understand student concerns, manage change, and impact student sentiment. We present an initiative, Clerkship Debriefs, designed to complement written evaluations and amend their shortcomings
Methods: Students participated in four post-clerkship lunchtime debrief sessions as part of their between clerkship Intersessions course.
Results: Students were engaged in discussions and open to a two-way dialogue with course leadership and Dean\'s Office staff.
Conclusion/ Discussion: Synchronous, facilitated conversations among students, clerkship leaders, and curricular leaders provide an opportunity to clarify written themes, co-develop solutions, and enrich students’ understanding of the complexities underpinning a complex clerkship sociotechnical system
Topics: Faculty Development Seminar, 2024, Faculty, Clerkship Director, Clerkship Coordinator, Osteopathic Faculty, Systems-Based Practice & Improvement, CME,
