Utilization of the arts serves four major functions: (a) enhancement of student well-being, (b) improvement of clinical skills, (c) promotion of humanism, and (d) employment by students as a teaching tool.

Exposure to a variety of the arts is commonplace in U.S. medical schools. Almost half the schools involve the arts in the curriculum and over two thirds support arts-related extracurricular programs. Further investigation is necessary to determine the numbers of students involved, degree of involvement, and the impact on learning and practice.

INTRODUCTION: The purpose of this study is to investigate medical students’ knowledge and perception of feedback and to provide training on how they may elicit quality feedback. The majority of research and instruction regarding feedback in medical education relies upon the perspective of the individual who provides feedback rather than the learner. METHODS: After obtaining IRB approval, a preliminary questionnaire was sent to medical students in their clinical years to assess their knowledge of feedback and their perception of its quality. The SNIPER method, a formal methodology to elicit quality feedback from the learners’ perspective, was taught in an interactive session. A survey assessing knowledge of and participation in feedback was sent at three timepoints: before, immediately after, and one to two weeks after the session. RESULTS: 67 of 118 (58%) session participants indicated they received feedback at least half of the time during their clinical rotations. 100 (88%) responded that future students would benefit from the SNIPER method. 104 (94.5%) participants felt this feedback session was worthwhile. When self-evaluating their ability to elicit quality feedback, the average score of participants increased 26.4% (P<.05). 25 (64%) of 39 respondents indicated they were able to obtain feedback utilizing the SNIPER method. CONCLUSION: Medical students feel that information on feedback is not emphasized in the current curriculum. Student satisfaction increases with knowledge of how to elicit quality feedback and empowers them to improve their clinical skills.