Effects of demographic factors on provision of feedback in postgraduate medical education

Bagwandeen, Chauntelle; Singaram, Veena S.

doi:10.20853/32-1-1657

Cited by 3 publications

(6 citation statements)

References 38 publications

(63 reference statements)

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“…Previous studies found that 'older, more experienced consultants were more confident about providing feedback' , and seniority of the consultant affected how feedback was received as senior consultants were held in higher esteem. 10 However, similar to our findings, previous studies found that 'male consultants felt more comfortable giving constructive feedback as compared to females' , 21 and 'males felt that feedback sessions were always successful' . 10 Our study found that male trainers felt more confident about their feedback skills and gave feedback more frequently than female counterparts.…”

Section: Discussionsupporting

confidence: 90%

“…10 However, similar to our findings, previous studies found that 'male consultants felt more comfortable giving constructive feedback as compared to females' , 21 and 'males felt that feedback sessions were always successful' . 10 Our study found that male trainers felt more confident about their feedback skills and gave feedback more frequently than female counterparts. This highlights a need to create more enabling environments and to address possible power influences based on gender.…”

Section: Discussionsupporting

confidence: 90%

“…1 The millennial generation learner poses many challenges, particularly regarding feedback, where they may have insufficient skills to accept negative feedback. 6,9,10 Trainers' level of experience is of importance, with older, more experienced consultants often reporting more confidence in their feedback and trainees ranking feedback higher when received from a senior consultant. 10 Other factors reported to inhibit feedback are: gender of the trainer, time pressures (especially in the public health service), student's inability to selfassess and fear of damaging relationships between trainer and trainee.…”

Section: Introductionmentioning

confidence: 99%

“…6,9,10 Trainers' level of experience is of importance, with older, more experienced consultants often reporting more confidence in their feedback and trainees ranking feedback higher when received from a senior consultant. 10 Other factors reported to inhibit feedback are: gender of the trainer, time pressures (especially in the public health service), student's inability to selfassess and fear of damaging relationships between trainer and trainee. 7,8,10 There is limited literature focusing on feedback practices in anaesthesiology.…”

Section: Introductionmentioning

confidence: 99%

“…10 Other factors reported to inhibit feedback are: gender of the trainer, time pressures (especially in the public health service), student's inability to selfassess and fear of damaging relationships between trainer and trainee. 7,8,10 There is limited literature focusing on feedback practices in anaesthesiology. 11,12 Gaps in training needs have been highlighted by Mitchell and Jones 12 who compared current training needs in anaesthesiology to a similar 1990's study by Rosenblatt and Schartel.…”

Section: Introductionmentioning

confidence: 99%

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Anaesthesiology trainers’ knowledge, attitudes and practices of feedback in a South African anaesthesiology department

Naicker

Govender

Singaram

2021

Southern African Journal of Anaesthesia and Analgesia

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Background: Feedback is essential for effective postgraduate medical training. There are limited studies that focus on the feedback culture in anaesthesiology training. This study aims to explore the anaesthesiology trainer's challenges and perceptions of knowledge, attitudes and practices (KAP) of feedback to anaesthesiology trainees. The influence of gender and level of experience of the trainer on giving feedback are also explored.Methods: A mixed methods study was conducted. The sample consisted of all anaesthetists involved in training in the Department of Anaesthesiology at the University of KwaZulu-Natal. Data was collected using an electronic survey consisting of both open-ended and closed-ended questions. Quantitative data was statistically analysed using R Statistical Computing software version 3.6.3. Differences between gender groups were assessed using the Wilcoxon rank-sum test. Correlation plots were used to determine a correlation between the level of experience and giving feedback. All statistical tests were conducted at a 5% significance level. Qualitative data was thematically analysed.Results: Of 70 trainers, 56 completed the questionnaire. The majority of trainers rated their KAP perceptions of feedback highly, though half admitted to having difficulty giving negative feedback. Significantly more male trainers were confident about their feedback skills and set time aside for giving feedback as compared to female trainers (p = 0.037). No significant correlation was found between the level of experience and KAP perceptions. Five major themes related to the challenges were: time constraints and lack of frequency, lack of consistency, lack of follow-up, inadequate feedback tools, and a lack of feedback training. Conclusion:Although trainers rated their KAP perceptions of feedback highly, this conflicted with some of the actual current feedback practices and challenges reported. Faculty development, continuous professional development, revised feedback tools and formal feedback policies were suggested to strengthen the feedback culture in anaesthesiology training.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Anaesthesiology trainers’ knowledge, attitudes and practices of feedback in a South African anaesthesiology department

Naicker

Govender

Singaram

2021

Southern African Journal of Anaesthesia and Analgesia

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“We just don’t have the resources”: Supervisor perspectives on introducing workplace-based assessments into medical specialist training in South Africa

Ras,

Stander Jenkins,

Lazarus

et al. 2023

BMC Med Educ

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Background South Africa (SA) is on the brink of implementing workplace-based assessments (WBA) in all medical specialist training programmes in the country. Despite the fact that competency-based medical education (CBME) has been in place for about two decades, WBA offers new and interesting challenges. The literature indicates that WBA has resource, regulatory, educational and social complexities. Implementing WBA would therefore require a careful approach to this complex challenge. To date, insufficient exploration of WBA practices, experiences, perceptions, and aspirations in healthcare have been undertaken in South Africa or Africa. The aim of this study was to identify factors that could impact WBA implementation from the perspectives of medical specialist educators. The outcomes being reported are themes derived from reported potential barriers and enablers to WBA implementation in the SA context. Methods This paper reports on the qualitative data generated from a mixed methods study that employed a parallel convergent design, utilising a self-administered online questionnaire to collect data from participants. Data was analysed thematically and inductively. Results The themes that emerged were: Structural readiness for WBA; staff capacity to implement WBA; quality assurance; and the social dynamics of WBA. Conclusions Participants demonstrated impressive levels of insight into their respective working environments, producing an extensive list of barriers and enablers. Despite significant structural and social barriers, this cohort perceives the impending implementation of WBA to be a positive development in registrar training in South Africa. We make recommendations for future research, and to the medical specialist educational leaders in SA.

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“We just don't have the resources”: Supervisor perspectives on introducing workplace-based assessments into medical specialist training in South Africa, a qualitative study

Ras,

Jenkins,

Lazarus

et al. 2023

Preprint

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Background There have been some significant international shifts in the education of medical specialists over the past few years. These include the adoption of competency based medical education (CBME), increasing utilisation of workplace-based assessment (WBA), and the incorporation of WBA into systems of programmatic assessment in the context of CBME. Continuous assessment of workplace performance following an iterative standardized in‐service process has the potential to bring assessment of clinical competence from an artificial context into the real world of clinical medicine, without compromising patient safety. To date, insufficient exploration of WBA practices, experiences, perceptions, and aspirations in healthcare have been undertaken in South Africa or Africa. The aim of this study was to identify social factors that could contribute to WBA implementation from the perspective of medical consultants. This entailed describing knowledge of perceived barriers and enabling factors to WBA. Methods This was a cross-sectional observational study, using a mixed methods, self-administered online questionnaire to collect data from participants. We report the qualitative data here. Results The barriers to enabling WBA were: 1) lack of resources at in the health care facilities where registrars are trained; 2) the need for training of the trainers/assessors; 3) the effects of bias and favoritism in training and assessment of WBA; 4) subjectivity in assessment as problematic; 5) lack of standardization /agreement of Entrustable Professional Activities (EPAs); 6) the need for all stakeholders (consultants, university administration, HR etc.) to buy-in to WBA; 7) and the need for adequate technological support. Enablers were 1) existing opportunities for implementing WBA; 2) stakeholder support and buy-in; 3) agile technology; 4) a well-regulated and monitored environment; 5) resources; 6) standardization; 7) and training. Conclusions Participants demonstrated impressive levels of insight into their respective working environments, producing an extensive list of barriers and enablers. Despite significant structural and social barriers, this cohort perceives the impending implementation of WBA to be a positive development in registrar training in South Africa. Future research should explore the outlining of WBA programmes, training for WBA, and the implementation of WBA pilot projects, and include registrar perspectives.

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Effects of demographic factors on provision of feedback in postgraduate medical education

Cited by 3 publications

References 38 publications

Anaesthesiology trainers’ knowledge, attitudes and practices of feedback in a South African anaesthesiology department

Anaesthesiology trainers’ knowledge, attitudes and practices of feedback in a South African anaesthesiology department

“We just don’t have the resources”: Supervisor perspectives on introducing workplace-based assessments into medical specialist training in South Africa

“We just don't have the resources”: Supervisor perspectives on introducing workplace-based assessments into medical specialist training in South Africa, a qualitative study

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