Encouraging residents to seek feedback

Delva, Dianne; Sargeant, Joan; Miller, Stephen G.; Holland, Joanna; Brown, Peggy Alexiadis; LeBlanc, Constance; Lightfoot, Kathryn; Mann, Karen

doi:10.3109/0142159x.2013.806791

Cited by 101 publications

(106 citation statements)

References 29 publications

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“…41 We will need to find innovative approaches to encourage continuing education in palliative care and faculty development in teaching palliative care. Steinert et al conducted a systematic review of the literature around faculty development initiatives designed to improve teaching effectiveness.…”

Section: Methods and Scopementioning

confidence: 99%

Resources for Educating, Training, and Mentoring All Physicians Providing Palliative Care

Downar

2018

Journal of Palliative Medicine

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This article presents a rapid review of the published literature and available resources for educating Canadian physicians to provide palliative and end-of-life care. Several key messages emerge from the review. First, there are many palliative care educational resources already available for Canadian physicians. Second, the many palliative care education resources are often not used in physician training. Third, we know that some palliative care educational interventions are inexpensive and scalable, while others are costly and time-consuming; we know very little about which palliative care educational interventions impact physician behavior and patient care. Fourth, two palliative care competency areas in particular can be readily taught: symptom management and communication skill (e.g., breaking bad news and advance care planning). Fifth, palliative care educational interventions are undermined by the ''hidden curriculum'' in medical education; interventions must be accompanied by continuing education and faculty development to create lasting change in physician behavior. Sixth, undergraduate and postgraduate medical training is shifting from a time-based training paradigm to competency-based training and evaluation. Seventh, virtually every physician in Canada should be able to provide basic palliative care; physicians in specialized areas of practice should receive palliative care education that is tailored to their area, rather than generic educational interventions. For each key message, one or more implications are provided, which can serve as recommendations for a framework to improve palliative care as a whole in Canada.

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Section: Methods and Scopementioning

confidence: 99%

Resources for Educating, Training, and Mentoring All Physicians Providing Palliative Care

Downar

2018

Journal of Palliative Medicine

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“…Indeed, Laurillard (2002, 55) argues that "action without feedback is completely unproductive for a learner"; yet it is increasingly apparent that feedback without action is equally unproductive. That is to say, if learning gains are to occur, students must participate actively in the feedback process and act upon the feedback they receive (Delva et al 2013). Relative to the wealth of research on giving feedback, though, researchers note that the education literature has focused considerably less on the process of receiving feedback (e.g., Burke 2009).…”

Section: Introductionmentioning

confidence: 99%

‘It'd be useful, but I wouldn't use it’: barriers to university students’ feedback seeking and recipience

Winstone

Nash

Rowntree

et al. 2016

Studies in Higher Education

278

158

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For feedback to be effective, it must be used by the receiver. Prior research has outlined numerous reasons why students' use of feedback is sometimes limited, but there has been little systematic exploration of these barriers. In 11 activity-oriented focus groups, 31 undergraduate Psychology students discussed how they use assessment feedback. The data revealed many barriers that inhibit use of feedback, ranging from students' difficulties with decoding terminology, to their unwillingness to expend effort. Thematic analysis identified four underlying psychological processes: awareness, cognisance, agency, and volition. We argue that these processes should be considered when designing interventions to encourage students' engagement with feedback. Whereas the barriers identified could all in principle be removed, we propose that doing so would typically require-or would at least benefit froma sharing of responsibility between teacher and student. The data highlight the importance of training students to be proactive receivers of feedback.

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“…19 Delva found that feedback was affected by four factors: learning culture, relationships, purpose of feedback, and emotional responses to feedback. 20 Ende found that feedback was often implicit and inferential rather than explicit, and consequently was frequently misunderstood by residents. 21 Several papers have provided opinions on improving feedback quality.…”

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confidence: 99%

The Quality of Written Feedback by Attendings of Internal Medicine Residents

et al. 2015

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BACKGROUND: Attending evaluations are commonly used to evaluate residents. OBJECTIVES: Evaluate the quality of written feedback of internal medicine residents. DESIGN: Retrospective. PARTICIPANTS: Internal medicine residents and faculty at the Medical College of Wisconsin from 2004 to 2012. MAIN MEASURES: From monthly evaluations of residents by attendings, a randomly selected sample of 500 written comments by attendings were qualitatively coded and rated as high-, moderate-, or low-quality feedback by two independent coders with good inter-rater reliability (kappa: 0.94). Small group exercises with residents and attendings also coded the utterances as high, moderate, or low quality and developed criteria for this categorization. In-service examination scores were correlated with written feedback. KEY RESULTS: There were 228 internal medicine residents who had 6,603 evaluations by 334 attendings. Among 500 randomly selected written comments, there were 2,056 unique utterances: 29 % were coded as nonspecific statements, 20 % were comments about resident personality, 16 % about patient care, 14 % interpersonal communication, 7 % medical knowledge, 6 % professionalism, and 4 % each on practice-based learning and systems-based practice. Based on criteria developed by group exercises, the majority of written comments were rated as moderate quality (65 %); 22 % were rated as high quality and 13 % as low quality. Attendings who provided high-quality feedback rated residents significantly lower in all six of the Accreditation Council for Graduate Medical Education (ACGME) competencies (p <0.0005 for all), and had a greater range of scores. Negative comments on medical knowledge were associated with lower in-service examination scores. CONCLUSIONS: Most attending written evaluation was of moderate or low quality. Attendings who provided highquality feedback appeared to be more discriminating, providing significantly lower ratings of residents in all six ACGME core competencies, and across a greater range. Attendings' negative written comments on medical knowledge correlated with lower in-service training scores.

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Encouraging residents to seek feedback

Cited by 101 publications

References 29 publications

Resources for Educating, Training, and Mentoring All Physicians Providing Palliative Care

Resources for Educating, Training, and Mentoring All Physicians Providing Palliative Care

‘It'd be useful, but I wouldn't use it’: barriers to university students’ feedback seeking and recipience

The Quality of Written Feedback by Attendings of Internal Medicine Residents

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