Effectiveness of a supervisor training on quality of feedback to internal medicine residents: a controlled longitudinal multicentre study

Renting, Nienke; Jaarsma, Debbie; Borleffs, Jan CC; Slaets, Joris P J; Cohen-Schotanus, Janke; Gans, Rob O B

doi:10.1136/bmjopen-2023-076946

Cited by 3 publications

(2 citation statements)

References 35 publications

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“…Implementing interventions to address the problem of lower feedback scores in educational settings requires a comprehensive plan like training the trainer workshops for supervisors. It would be a short training session in which supervisors practiced giving feedback in a simulated setting that increased the quality of their feedback [ 28 ]. Thus, updating the departmental policies to address the identified needs would help increase feedback scores and how the feedback is perceived at the perceivers’ end.…”

Section: Discussionmentioning

confidence: 99%

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

Ali,

Ghafoor,

Ayub Khan

et al. 2024

PLoS ONE

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Evaluating educational climate (EC) is imperative for ensuring postgraduate trainees’ competencies and quality in residency training programs. This study assessed the EC experiences of pathology postgraduate residents (PGRs) during their postgraduate training in pathology residency programs—a cross-sectional study design assigned EC scores in the pathology residency program at a prestigious institution in Islamabad, which were measured using the Dutch Residency Educational Climate Test (D-RECT) questionnaire. Scores from the D-RECT were employed to conduct descriptive statistics and comparison of means across groups to evaluate EC scores by years of training and compared to assess where the differences were located. Among FCPS-II pathology residents, most of whom were females (94.4%), the mean age was 28.11±2.91 years. A mean positive score was observed among all pathology residents (M≥3.6) for all D-RECT subscales except for the feedback subscale: the average score for feedback was below the average mean score of 3.6 (M = 3.19). A significant difference p = 0.016 was observed in EC scores across different groups through the Analysis of Variances (ANOVA) test. The most significant difference was between less than two and greater than two groups p = 0.027, followed by the difference between equal to two groups and greater than two groups p = 0.052. Overall, positive scores for EC in the pathology residency program were observed. Thus, targeted interventions are needed to increase feedback scores and address observed differences in EC scores by years of training.

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Section: Discussionmentioning

confidence: 99%

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

Ali,

Ghafoor,

Ayub Khan

et al. 2024

PLoS ONE

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“…Coaching for performance change [ 59 ]. While supervising physicians often do not receive any formal training in providing feedback to residents, even a short supervisor training session can significantly improve the quality of their feedback [ 64 ].…”

Section: Restoring Trust In Assessmentmentioning

confidence: 99%

The Next Era of Assessment: Building a Trustworthy Assessment System

Caretta-Weyer,

Smirnova,

Barone

et al. 2024

Perspectives on Medical Education

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Assessment in medical education has evolved through a sequence of eras each centering on distinct views and values. These eras include measurement (e.g., knowledge exams, objective structured clinical examinations), then judgments (e.g., workplace-based assessments, entrustable professional activities), and most recently systems or programmatic assessment, where over time multiple types and sources of data are collected and combined by competency committees to ensure individual learners are ready to progress to the next stage in their training. Significantly less attention has been paid to the social context of assessment, which has led to an overall erosion of trust in assessment by a variety of stakeholders including learners and frontline assessors. To meaningfully move forward, the authors assert that the reestablishment of trust should be foundational to the next era of assessment. In our actions and interventions, it is imperative that medical education leaders address and build trust in assessment at a systems level. To that end, the authors first review tenets on the social contextualization of assessment and its linkage to trust and discuss consequences should the current state of low trust continue. The authors then posit that trusting and trustworthy relationships can exist at individual as well as organizational and systems levels. Finally, the authors propose a framework to build trust at multiple levels in a future assessment system; one that invites and supports professional and human growth and has the potential to position assessment as a fundamental component of renegotiating the social contract between medical education and the health of the public.

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How is feedback perceived by Brazilian students and faculty from a nursing school?

Cardoso,

Dias,

da Rocha Cunha

et al. 2024

Nurse Education in Practice

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Effectiveness of a supervisor training on quality of feedback to internal medicine residents: a controlled longitudinal multicentre study

Cited by 3 publications

References 35 publications

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

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

The Next Era of Assessment: Building a Trustworthy Assessment System

How is feedback perceived by Brazilian students and faculty from a nursing school?

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