Presented By: Collin O'Hara, University of North Texas Health Science Center Texas College of Osteopathic Medicine

Purpose 
Medical schools employ a variety of methods to facilitate the acquisition of professional behaviors. This abstract describes a novel approach to enhance professional behavior through the use of a video designed to train medical student curriculum representatives in how to deliver course feedback to faculty. Results of a survey describing student representatives' evaluation of the video will be described. 

Methods 
As part of continuous quality improvement, student curriculum representatives meet with course faculty to report the results of an end-of-course student survey. Student feedback ranges from positive to critical. When asked what type of training the student representatives had in delivering this feedback, their answer was, "None." So, faculty identified best practices in delivering feedback and created a script. Senior curriculum representatives were featured in the video. Junior curriculum representatives were surveyed regarding their level of comfort and familiarity with best practices in delivering feedback before the training video. After viewing the video and delivering survey results in a real faculty feedback meeting, they were again surveyed regarding their confidence in their ability to deliver feedback. 

Results 
The junior curriculum representatives rated themselves as better trained to deliver feedback after viewing the video and completing a faculty feedback meeting. Their comments reported they included at least two feedback models featured in the training video during the meeting.

Conclusion 
The use of training videos, featuring peers as trainers, may foster the development of professional behaviors such as delivering quality, meaningful feedback.