Bridging the Gap to Effective Feedback in Residency Training: Perceptions of Trainees and Teachers

Overview

Journal BMC Med Educ

Publisher Biomed Central

Specialty Medical Education

Date 2018 Oct 5

PMID 30285708

Citations 5

Authors

Brendan M Carr

Amy ONeil

Christine Lohse

Stephanie Heller

James E Colletti

Affiliations

Soon will be listed here.

Abstract

Background: Clinical feedback is an important part of residency training, yet literature suggests this complex interaction is not completely understood. In particular, little is known about what resident versus attending physicians expect as feedback. This study investigates this gap in knowledge by examining differences in interactions that residents and attendings view as feedback.

Methods: Surveys containing sample clinical feedback scenarios were distributed to residents and attending physicians in emergency medicine and general surgery at a large academic medical center. Respondents were asked to decide whether useful feedback was provided in each scenario, and responses were compared between the two groups. Continuous features were summarized with medians, interquartile ranges (IQRs), and ranges; categorical features were summarized with frequency counts and percentages. Comparisons of features between residents and attendings were evaluated using Wilcoxon rank sum, chi-square, and Fisher exact tests. Statistical analyses were performed using version 9.4 of the SAS software package (SAS Institute, Inc.; Cary, NC). All tests were two-sided and p-values < 0.05 were considered statistically significant.

Results: Seventy-two individuals responded to the survey out of approximately 110 invitations sent (65%), including 35 (49%) residents and 37 (51%) attendings. Of 35 residents, 31 indicated their level of training, which included 13 (42%) PGY-1, 9 (29%) PGY-2, 6 (19%) PGY-3, and 3 (10%) PGY-4, respectively. Of 37 attendings, 34 indicated the number of years since completion of residency or last fellowship, at a median of 9 years (IQR 4-14; range 1-31). No significant difference was found in residents' and attendings' perceptions of what constituted feedback in the sample scenarios.

Conclusions: While this study did not find a statistical difference in perception of feedback between residents and attendings, additional factors should be considered when investigating perceived feedback deficiencies. Further research is needed to better understand and improve the clinical feedback process.

Citing Articles

Surgical Residents' Perception of Feedback on Their Education: Protocol for a Scoping Review.

Costa C, Silva G, Santos E, Engel A, Costa A, Silva T JMIR Res Protoc. 2024; 13:e56727.

PMID: 39158942 PMC: 11369536. DOI: 10.2196/56727.

Feedback in Medical Education: An Evidence-based Guide to Best Practices from the Council of Residency Directors in Emergency Medicine.

Natesan S, Jordan J, Sheng A, Carmelli G, Barbas B, King A West J Emerg Med. 2023; 24(3):479-494.

PMID: 37278777 PMC: 10284500. DOI: 10.5811/westjem.56544.

Use of digital technology to give and receive feedback in clinical training: a scoping review protocol.

Singaram V, Bagwandeen C, Abraham R, Baboolal S, Sofika D Syst Rev. 2022; 11(1):268.

PMID: 36514135 PMC: 9746573. DOI: 10.1186/s13643-022-02151-8.

Integrating self-assessment into feedback for emergency medicine residents.

Thomas J, Sandefur B, Colletti J, Mullan A, Homme J AEM Educ Train. 2022; 6(1):e10721.

PMID: 35155973 PMC: 8823156. DOI: 10.1002/aet2.10721.

Leadership-Specific Feedback Practices in Surgical Residency: A Qualitative Study.

Vu J, Harbaugh C, De Roo A, Biesterveld B, Gauger P, Dimick J J Surg Educ. 2019; 77(1):45-53.

PMID: 31492642 PMC: 6944744. DOI: 10.1016/j.jsurg.2019.08.020.

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