Effectiveness of a Supervisor Training on Quality of Feedback to Internal Medicine Residents: a Controlled Longitudinal Multicentre Study

Overview

Journal BMJ Open

Specialty General Medicine

Date 2023 Sep 28

PMID 37770280

Authors

Nienke Renting

Debbie Jaarsma

Jan Cc Borleffs

Joris P J Slaets

Janke Cohen-Schotanus

Rob O B Gans

Affiliations

Soon will be listed here.

Abstract

Objectives: High-quality feedback on different dimensions of competence is important for resident learning. Supervisors may need additional training and information to fulfil this demanding task. This study aimed to evaluate whether a short and simple training improves the quality of feedback residents receive from their clinical supervisors in daily practice.

Design: Longitudinal quasi-experimental controlled study with a pretest/post-test design. We collected multiple premeasurements and postmeasurements for each supervisor over 2 years. A repeated measurements ANOVA was performed on the data.

Setting: Internal medicine departments of seven Dutch teaching hospitals.

Participants: Internal medicine supervisors (n=181) and residents (n=192).

Intervention: Half of the supervisors attended a short 2.5-hour training session during which they could practise giving feedback in a simulated setting using video fragments. Highly experienced internal medicine educators guided the group discussions about the feedback. The other half of the supervisors formed the control group and received no feedback training.

Outcome Measures: Residents rated the quality of supervisors' oral feedback with a previously validated questionnaire. Furthermore, the completeness of the supervisors' written feedback on evaluation forms was analysed.

Results: The data showed a significant increase in the quality of feedback after the training F (1, 87)=6.76, p=0.04. This effect remained significant up to 6 months after the training session.

Conclusions: A short training session in which supervisors practise giving feedback in a simulated setting increases the quality of their feedback. This is a promising outcome since it is a feasible approach to faculty development.

Citing Articles

Educational climate of a pathology residency program at a tertiary care hospital.

Ali Z, Ghafoor H, Ayub Khan M, Atiq M, Akhlaq S PLoS One. 2024; 19(5):e0303534.

PMID: 38781154 PMC: 11115291. DOI: 10.1371/journal.pone.0303534.

The Next Era of Assessment: Building a Trustworthy Assessment System.

Caretta-Weyer H, Smirnova A, Barone M, Frank J, Hernandez-Boussard T, Levinson D Perspect Med Educ. 2024; 13(1):12-23.

PMID: 38274558 PMC: 10809864. DOI: 10.5334/pme.1110.

References

Jackson J, Kay C, Jackson W, Frank M . The Quality of Written Feedback by Attendings of Internal Medicine Residents. J Gen Intern Med. 2015; 30(7):973-8. PMC: 4471022. DOI: 10.1007/s11606-015-3237-2. View

Steinert Y, Mann K, Centeno A, Dolmans D, Spencer J, Gelula M . A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Med Teach. 2006; 28(6):497-526. DOI: 10.1080/01421590600902976. View

Sargeant J, Eva K, Armson H, Chesluk B, Dornan T, Holmboe E . Features of assessment learners use to make informed self-assessments of clinical performance. Med Educ. 2011; 45(6):636-47. DOI: 10.1111/j.1365-2923.2010.03888.x. View

Hemmer P, Dadekian G, Terndrup C, Pangaro L, Weisbrod A, Corriere M . Regular Formal Evaluation Sessions are Effective as Frame-of-Reference Training for Faculty Evaluators of Clerkship Medical Students. J Gen Intern Med. 2015; 30(9):1313-8. PMC: 4539339. DOI: 10.1007/s11606-015-3294-6. View

Gans R . Mentoring with a formative portfolio: a case for reflection as a separate competency role. Med Teach. 2009; 31(10):883-4. DOI: 10.3109/01421590903188737. View

Holmboe E, Ward D, Reznick R, Katsufrakis P, Leslie K, Patel V . Faculty development in assessment: the missing link in competency-based medical education. Acad Med. 2011; 86(4):460-7. DOI: 10.1097/ACM.0b013e31820cb2a7. View

Gjerde C, Hla K, Kokotailo P, Anderson B . Long-term outcomes of a primary care faculty development program at the University of Wisconsin. Fam Med. 2008; 40(8):579-84. View

Skeff K, Stratos G, Bergen M, Sampson K, Deutsch S . Regional teaching improvement programs for community-based teachers. Am J Med. 1999; 106(1):76-80. DOI: 10.1016/s0002-9343(98)00360-x. View

Minehart R, Rudolph J, Pian-Smith M, Raemer D . Improving faculty feedback to resident trainees during a simulated case: a randomized, controlled trial of an educational intervention. Anesthesiology. 2014; 120(1):160-71. DOI: 10.1097/ALN.0000000000000058. View

10.

Ginsburg S, Gold W, Cavalcanti R, Kurabi B, McDonald-Blumer H . Competencies "plus": the nature of written comments on internal medicine residents' evaluation forms. Acad Med. 2011; 86(10 Suppl):S30-4. DOI: 10.1097/ACM.0b013e31822a6d92. View

11.

Levine R, Cayea D . Defining and Assessing the 21st-Century Physician in Training. J Gen Intern Med. 2015; 30(9):1241-2. PMC: 4539314. DOI: 10.1007/s11606-015-3427-y. View

12.

Liao J, Wachter R . Grading residents' clinical performance: unique opportunities and challenges. J Gen Intern Med. 2014; 29(7):983-5. PMC: 4061355. DOI: 10.1007/s11606-014-2856-3. View

13.

Windish D, Gozu A, Bass E, Thomas P, Sisson S, Howard D . A ten-month program in curriculum development for medical educators: 16 years of experience. J Gen Intern Med. 2007; 22(5):655-61. PMC: 1852913. DOI: 10.1007/s11606-007-0103-x. View

14.

Renting N, Gans R, Borleffs J, van der Wal M, Jaarsma A, Cohen-Schotanus J . A feedback system in residency to evaluate CanMEDS roles and provide high-quality feedback: Exploring its application. Med Teach. 2015; 38(7):738-45. DOI: 10.3109/0142159X.2015.1075649. View

15.

Knight A, Carrese J, Wright S . Qualitative assessment of the long-term impact of a faculty development programme in teaching skills. Med Educ. 2007; 41(6):592-600. DOI: 10.1111/j.1365-2923.2007.02770.x. View

16.

Mookherjee S, Monash B, Wentworth K, Sharpe B . Faculty development for hospitalists: structured peer observation of teaching. J Hosp Med. 2014; 9(4):244-50. DOI: 10.1002/jhm.2151. View

17.

Kogan J, Conforti L, Bernabeo E, Iobst W, Holmboe E . How faculty members experience workplace-based assessment rater training: a qualitative study. Med Educ. 2015; 49(7):692-708. DOI: 10.1111/medu.12733. View

18.

Hewson M, Little M . Giving feedback in medical education: verification of recommended techniques. J Gen Intern Med. 1998; 13(2):111-6. PMC: 1496906. DOI: 10.1046/j.1525-1497.1998.00027.x. View

19.

Johansson J, Skeff K, Stratos G . A randomised controlled study of role play in a faculty development programme. Med Teach. 2012; 34(2):e123-8. DOI: 10.3109/0142159X.2012.644832. View

20.

Perron N, Nendaz M, Louis-Simonet M, Sommer J, Gut A, Baroffio A . Effectiveness of a training program in supervisors' ability to provide feedback on residents' communication skills. Adv Health Sci Educ Theory Pract. 2012; 18(5):901-15. DOI: 10.1007/s10459-012-9429-1. View